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Assistant Director, Training & Education (4257U), Gender Equity Resource Center - 84247About Berkeley At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff. As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value. We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our Guiding Values and Principles, Principles of Community, and Strategic Plan. At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for supportive colleague communities via numerous employee resource groups (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can grow your career at UC Berkeley. Departmental Overview The Gender Equity Resource Center (GenEq) advances gender equity, LGBTQ+ inclusion, and a welcoming campus climate for all at UC Berkeley. As the campus hub for gender and sexuality education, engagement, and support, GenEq works to cultivate learning environments, policies, and programs that foster access, belonging, and success for people of all genders and sexualities, with particular attention to the experiences of women and LGBTQ+ communities. Core program areas include LGBTQ+ initiatives, Women's initiatives, Men & Masculinities initiatives, and Sexual and Relationship Violence awareness and resource referral. GenEq is part of the Centers for Educational Justice and Community Engagement (EJCE). The Centers for Educational Justice and Community Engagement (EJCE) is collaborative charged with developing programs, activities, and strategies that promote students' academic progress and success by engaging them through intersectional and multicultural practices that acknowledge and celebrate their individual and collective experiences. The EJCE collaborative coordinates a series of academic courses and educational and multicultural activities through its centers & offices (African American Student Development, Fannie Lou Hamer Black Resource Center, Asian Pacific American Student Development, Chicanx Latinx Student Development, Latinx Student Resource Center, the Gender Equity Resource Center, Multicultural Community Center, Native American Student Development and the Native Community Center, and South Asian, Southwest Asian, and North African Student Development. The collaborative is a key campus partner in helping the campus create an inclusive environment for campus populations through intersectional and transformative practices and approaches focused on mitigating harm and promoting connections among and across diverse communities. Each partner space is steeped in rich and vibrant legacies and established community-centered praxes of educational justice: leadership development, access, activism, academic excellence and social justice. Our work reflects interconnected identities and experiences through our collective and individual commitments to support and advance future global leaders. The EJCE team is housed within the Division of Equity & Inclusion. Position Summary The Assistant Director for Training & Education develops and implements educational initiatives that advance gender equity across all genders-including women, men, nonbinary and transgender individuals-LGBTQ+ inclusion, and intersectional justice at UC Berkeley. This position designs and facilitates in-person and online training sessions, develops curriculum and digital learning tools, and supervises student peer educators to expand campus understanding of GenEq's mission and values. The role also raises campus awareness of healthy relationships and dating violence by integrating accessible, culturally responsive content into GenEq's education and training portfolio. Application Review Date The First Review Date for this job is: 03/17/2026. Responsibilities Educational Program & Curriculum Development • Designs, develops, and implements curriculum, workshops, and training materials that reflect GenEq's values and address topics such as gender, gender equity, sexuality, LGBTQ+ and Women's inclusion, sexism, healthy relationships, and social justice., • Ensures materials are accessible, culturally responsive, and evidence-based. Facilitation & Training Delivery • Plans and facilitates interactive education sessions for diverse campus audiences in both in-person and virtual environments., • Adapts content and style to meet learner needs and promotes inclusive dialogue on complex or sensitive topics. Online Learning & Digital Content Development • Develops or collaborates on the creation of online learning modules, multimedia content, and digital tools that expand access to GenEq's educational resources., • Works with campus instructional design and communications teams to maintain and evaluate these platforms. Peer Education & Student Supervision • Recruits, trains, and supervises student peer educators and interns engaged in outreach, education, and advocacy., • Provides mentorship, professional development, and performance feedback. Assessment, Reporting & Collaboration • Collects and analyzes feedback and participation data to assess learning outcomes and program effectiveness., • Prepares reports for GenEq, EJCE, the Division of Equity & Inclusion, and campus partners., • Builds strong collaborative relationships across EJCE spaces and other university departments to integrate equity education campus-wide. Required Qualifications • Demonstrated ability to design, implement, and assess educational curriculum, workshops, and learning modules focused on inclusion and social justice., • Advanced skill in facilitating in-person and virtual workshops, dialogues, and training sessions on complex or sensitive topics with a variety of audiences., • Deep understanding of gender equity, LGBTQ+ inclusion, intersectionality, and community-centered educational practices, including knowledge of women's experiences, sexism, and the dynamics of relationship and dating violence., • Demonstrated ability to build trust and engagement across a variety of student, staff, and faculty populations., • Ability to gather, analyze, and interpret feedback and participation data to measure program effectiveness and learning outcomes., • Demonstrates comprehensive knowledge of inclusive education, accessibility standards, and equitable access practices, and applies advanced expertise to design and implement training initiatives that support campus-wide learning and compliance requirements., • Brings strong analytical and assessment skills to evaluating equity-focused access and engagement efforts, translating findings into actionable strategies that enhance belonging and participation., • Strong organizational skills with ability to manage multiple projects, timelines, and priorities while maintaining attention to detail., • Ability to translate data into understandable language and visual displays., • Excellent written, verbal, and interpersonal communication skills, including the ability to synthesize complex topics into accessible language., • Ability to build partnerships across departments and constituencies., • Bachelor's degree in related area and/or equivalent experience/training. Preferred Qualifications • Knowledge of online learning management systems (e.g., Canvas, Articulate, or similar) and ability to develop or coordinate multimedia and e-learning content., • Experience recruiting, training, supervising, and mentoring student employees or peer educators, with an emphasis on leadership development and experiential learning., • Familiarity with trauma-informed facilitation practices and restorative approaches to dialogue., • Has thorough knowledge of and/or can quickly learn organizational policies and procedures; knowledge of the functional area and understands how work may impact other areas., • Familiarity with AI-driven or animated presentation tools., • Knowledge of relevant civil rights laws (Title VI, VII, IX) and higher education compliance frameworks., • Advanced degree in the related area and/or equivalent experience/training. Salary & Benefits For information on the comprehensive benefits package offered by the University, please visit the University of California's Compensation & Benefits website. Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. The budgeted annual salary range that the University reasonably expects to pay for this position is $83,000.00 - $103,000.00. • This is an exempt monthly-paid position. How to Apply • To apply, please submit your resume and cover letter., • This position is primarily on-site. Flexible work arrangements may be considered in accordance with departmental policy and operational needs and are reviewed annually. Other Information • This is not a visa opportunity. This position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee. Conviction History Background This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check. SB 791 and AB 810 Misconduct Disclosure Requirement: As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. For reference, below are UC's policies addressing some forms of misconduct: UC Sexual Violence and Sexual Harassment Policy UC Anti-Discrimination Policy Abusive Conduct in the Workplace Equal Employment Opportunity The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law. #TA-MC Referral Source info This job is part of the Employee Referral Program. If a UC Berkeley employee is referring you, please ensure you select the Referral Source of "UCB Employee". Then enter the Employee's Name and Berkeley E-mail address in the Specific Referral Source field. Please enter only one name and email. To apply, visit Copyright ©2025 Jobelephant.com Inc. All rights reserved. Posted by the FREE value-added recruitment advertising agency jeid-9259c8a260d9a14d8fe8fafb20d408c8 JobiqoTJN. Keywords: Shipper / Receiver, Location: Berkeley, CA - 94701

Position Description: Plans, teaches, directs, and supervises all student learning experiences in the theory or lab for our Medical Assistant students. Part-time & Full-time Availiability! Duties and Responsibilities: • Willingness to provide a professional role model for students, • Ability to work effectively with others., • Demonstrates pleasant and effective verbal and written communication., • Teaches and implements the full curriculum as assigned by and under the direction and supervision of your direct supervisor., • Plans and assigns student activities in the classroom., • Is instrumental in identifying individual and collective learning needs of assigned students, being cognizant of the physical, mental and emotional status of the learners., • Discusses with students their concerns and/or problems directly or indirectly related to learning experience., • Participates in regularly scheduled meetings with Program Director or her designee., • Is responsible to assist the student to develop an understanding of values, attitudes, and ideals appropriate to the health care profession., • Participates in the selection and preparation of instructional materials. Qualifications: MA Experience Active CMA License + Requirements: • 2+ Years of Recent Experience, • Bachelors / Associates degree Needed Ideal Qualifications: • 1 year teaching experience

Position title: Lecturer Salary range: The posted UC academic salary scales set the minimum pay determined by rank and/or step at appointment. See the following table for the salary scale for this position (). A reasonable salary estimate for this position is $70,977 - $120,835 Percent time: Part-time or Full-time Anticipated start: Spring 2026 and/or Summer 2026 Review timeline: Applicants are considered for positions as needs arise; the existence of this pool does not guarantee that a position is available. Open date: November 7, 2025 Most recent review date: Saturday, Nov 22, 2025 at 11:59pm (Pacific Time) Applications received after this date will be reviewed by the search committee if the position has not yet been filled. Final date: Friday, Nov 6, 2026 at 11:59pm (Pacific Time) Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled. The Department of Integrative Biology (IB) at UC Berkeley invites applications for a pool of non-tenure track Lecturer positions to teach Integrative Biology courses and General Biology (BIO 1B) courses as need arises. Our department's emphasis is on organismal biology. Teaching Responsibilities We are seeking outstanding lecturers who can teach/co-teach small, medium, and large size lecture and/or laboratory courses in the broad subject areas listed below: • Ecology, • Evolution, • Organismal Biology, • Human Biology, • General Biology (BIO 1B), • A detailed list of all courses are located online (please see below for links to our undergraduate and graduate courses). General Duties In addition to teaching responsibilities, general duties include holding office hours, creating and grading quizzes and/or exams, managing and assigning grades, advising students, preparing course materials (e.g., syllabus), and using a learning management system (e.g., bCourses at UC Berkeley, Blackboard, Canvas, etc.). For courses with discussion or lab sections, duties may include supervision, training and coordination of Graduate Student Instructors (GSIs). For General Biology (BIO 1B) Lab Courses: The laboratory class currently covers three major sections: Evolution, Ecology, and Plant Biology/Organismal Diversity. Exercises include investigations into population genetics, phylogenetic relationships, macroevolution, bioindicators, and structure and function of organisms. BIO 1B is a gateway course to the major field of Integrative Biology that consists of three one-hour lectures and one four-hour combined discussion and lab each week. Lecturers will be required to lead one discussion and lab per week, create assignments, grade assignments, attend a Friday instructional meeting, be familiar with lecture, proctor exams, hold office hours and complete other instructional duties as assigned. Senior lecturers mentor new hires and GSIs. Undergraduate Courses: Graduate Courses: Basic qualifications (required at time of application) Enrolled in Ph.D., M.D., or equivalent international degree-granting program at the time of application. Additional qualifications (required at time of start) Lecturer Courses: A Ph.D. or M.D. (or equivalent international degree) is required to teach a lecture course by the time of hire. Preferred qualifications Familiarity with a web-based learning management system (e.g., Canvas) for grading and classroom management is preferred, as well as experience teaching a college-level course in the biological sciences (for example, previously employed as a graduate student instructor, teaching assistant, lecturer, or similar). For General Biology (BIO 1B): Experience working with computer-based phylogenetic programs and teaching a class similar to UC Berkeley's BIO 1B lab courses is preferred. A Ph.D., M.D., (or equivalent international degree) in the biological sciences is preferred. Document requirements * Curriculum Vitae - Your C.V. should include teaching experience with a listing of dates, courses, units, titles (Lecturer, Graduate Student Instructor/Teaching Assistant, Guest Lecturer, etc.). If you were not the full-time instructor, please indicate the percentage of contribution as a co-instructor or guest lecturer. * Cover Letter - Review Integrative Biology (IB) courses we offer () and please include career highlights in the cover letter that specifically address your experience for the IB or Bio 1B courses you wish to teach. Courses other than those listed on the IB website are less likely to be taught, but may be considered. (Optional) * Statement of Teaching - Three page maximum (Optional) Reference requirements UC Berkeley is committed to diversity, equity, inclusion, and belonging in our public mission of research, teaching, and service, consistent with UC Regents Policy 4400 and University of California Academic Personnel policy (APM 210 1-d). These values are embedded in our Principles of Community, which reflect our passion for critical inquiry, debate, discovery and innovation, and our deep commitment to contributing to a better world. Every member of the UC Berkeley community has a role in sustaining a safe, caring and humane environment in which these values can thrive. The University of California, Berkeley is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or protected veteran status. For more information, please refer to the University of California's Affirmative Action and Nondiscrimination in Employment Policy and the University of California's Anti-Discrimination Policy. In searches when letters of reference are required all letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality prior to submitting their letter. As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements. Unless stated otherwise, unambiguously, in the position description, this position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee. As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct. • "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer., • UC Sexual Violence and Sexual Harassment Policy, • UC Anti-Discrimination Policy, • APM - 035: Affirmative Action and Nondiscrimination in Employment Berkeley, CA

___Job ID84247 LocationMain Campus-Berkeley Full/Part TimeFull Time ______ At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff. As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value. We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our ___, ___, and ___. At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for ___ (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can ___ at UC Berkeley. Departmental Overview The ___advances gender equity, LGBTQ+ inclusion, and a welcoming campus climate for all at UC Berkeley. As the campus hub for gender and sexuality education, engagement, and support, GenEq works to cultivate learning environments, policies, and programs that foster access, belonging, and success for people of all genders and sexualities, with particular attention to the experiences of women and LGBTQ+ communities. Core program areas include LGBTQ+ initiatives, Women's initiatives, Men & Masculinities initiatives, and Sexual and Relationship Violence awareness and resource referral. GenEq is part of the Centers for Educational Justice and Community Engagement (EJCE). The ___ is collaborative charged with developing programs, activities, and strategies that promote students' academic progress and success by engaging them through intersectional and multicultural practices that acknowledge and celebrate their individual and collective experiences. The EJCE collaborative coordinates a series of academic courses and educational and multicultural activities through its centers & offices (African American Student Development, Fannie Lou Hamer Black Resource Center, Asian Pacific American Student Development, Chicanx Latinx Student Development, Latinx Student Resource Center, the Gender Equity Resource Center, Multicultural Community Center, Native American Student Development and the Native Community Center, and South Asian, Southwest Asian, and North African Student Development. The collaborative is a key campus partner in helping the campus create an inclusive environment for campus populations through intersectional and transformative practices and approaches focused on mitigating harm and promoting connections among and across diverse communities. Each partner space is steeped in rich and vibrant legacies and established community-centered praxes of educational justice: leadership development, access, activism, academic excellence and social justice. Our work reflects interconnected identities and experiences through our collective and individual commitments to support and advance future global leaders. The EJCE team is housed within the Division of Equity & Inclusion. Position Summary The Assistant Director for Training & Education develops and implements educational initiatives that advance gender equity across all genders-including women, men, nonbinary and transgender individuals-LGBTQ+ inclusion, and intersectional justice at UC Berkeley. This position designs and facilitates in-person and online training sessions, develops curriculum and digital learning tools, and supervises student peer educators to expand campus understanding of GenEq's mission and values. The role also raises campus awareness of healthy relationships and dating violence by integrating accessible, culturally responsive content into GenEq's education and training portfolio. Application Review Date The First Review Date for this job is: 03/17/2026. Responsibilities Educational Program & Curriculum Development • Designs, develops, and implements curriculum, workshops, and training materials that reflect GenEq's values and address topics such as gender, gender equity, sexuality, LGBTQ+ and Women's inclusion, sexism, healthy relationships, and social justice., • Plans and facilitates interactive education sessions for diverse campus audiences in both in-person and virtual environments., • Develops or collaborates on the creation of online learning modules, multimedia content, and digital tools that expand access to GenEq's educational resources., • Recruits, trains, and supervises student peer educators and interns engaged in outreach, education, and advocacy., • Collects and analyzes feedback and participation data to assess learning outcomes and program effectiveness., • Prepares reports for GenEq, EJCE, the Division of Equity & Inclusion, and campus partners., • Demonstrated ability to design, implement, and assess educational curriculum, workshops, and learning modules focused on inclusion and social justice., • Advanced skill in facilitating in-person and virtual workshops, dialogues, and training sessions on complex or sensitive topics with a variety of audiences., • Deep understanding of gender equity, LGBTQ+ inclusion, intersectionality, and community-centered educational practices, including knowledge of women's experiences, sexism, and the dynamics of relationship and dating violence., • Demonstrated ability to build trust and engagement across a variety of student, staff, and faculty populations., • Ability to gather, analyze, and interpret feedback and participation data to measure program effectiveness and learning outcomes., • Demonstrates comprehensive knowledge of inclusive education, accessibility standards, and equitable access practices, and applies advanced expertise to design and implement training initiatives that support campus-wide learning and compliance requirements., • Brings strong analytical and assessment skills to evaluating equity-focused access and engagement efforts, translating findings into actionable strategies that enhance belonging and participation., • Strong organizational skills with ability to manage multiple projects, timelines, and priorities while maintaining attention to detail., • Ability to translate data into understandable language and visual displays., • Excellent written, verbal, and interpersonal communication skills, including the ability to synthesize complex topics into accessible language., • Ability to build partnerships across departments and constituencies., • Knowledge of online learning management systems (e.g., Canvas, Articulate, or similar) and ability to develop or coordinate multimedia and e-learning content., • Experience recruiting, training, supervising, and mentoring student employees or peer educators, with an emphasis on leadership development and experiential learning., • Familiarity with trauma-informed facilitation practices and restorative approaches to dialogue., • Has thorough knowledge of and/or can quickly learn organizational policies and procedures; knowledge of the functional area and understands how work may impact other areas., • Familiarity with AI-driven or animated presentation tools., • Knowledge of relevant civil rights laws (Title VI, VII, IX) and higher education compliance frameworks. For information on the comprehensive benefits package offered by the University, please visit the University of California's ___website. Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. The budgeted annual salary range that the University reasonably expects to pay for this position is $83,000.00 - $103,000.00. • To apply, please submit your resume and cover letter. This position is primarily on-site. Flexible work arrangements may be considered in accordance with departmental policy and operational needs and are reviewed annually. Other Information This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check. SB 791 and AB 810 Misconduct Disclosure Requirement: As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. For reference, below are UC's policies addressing some forms of misconduct: Equal Employment Opportunity The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law. #TA-MC This job is part of the Employee Referral Program. If a UC Berkeley employee is referring you, please ensure you select the Referral Source of "UCB Employee". Then enter the Employee's Name and Berkeley E-mail address in the Specific Referral Source field. Please enter only one name and email.

Under supervision receives assignments in the form of objectives with goals and the process by which to meet the goals. Typically works in a large or multi-facility laboratory(ies). Assists in the development and execution of major or multi-disciplinary research projects or instructional and experiment design. Identifies risks and responds accordingly. Under supervision, will assist in laboratory experiments and be responsible for ordering materials for the laboratory. The full salary range for the Lab Assistant is $21.01 - $24.32 per hour. However, the expected pay scale for this position is $21.82 - $22.58 per hour. We base salary offers on a variety of considerations, such as education, licensure and certifications, experience, and other business and organizational needs. Applicants must have current work authorization when accepting a UCR staff position. Currently, we are unable to sponsor or take over sponsorship of an employment Visa for staff. As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements.

___Job ID84684 LocationMain Campus-Berkeley Full/Part TimeFull Time ______ At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff. As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value. We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our ___, ___, and ___. At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for ___ (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can ___ at UC Berkeley. Departmental Overview The College of Chemistry at UC Berkeley is a large research-intensive academic unit on the Berkeley Campus and is internationally recognized for unparalleled educational and research excellence. It is one of three unique institutions in the nation maintaining combined Chemistry and Chemical Engineering Departments. The College consistently receives the highest rankings from the US National Research Council for both its chemistry and chemical engineering doctoral programs, and provides instruction to over 50% of all Berkeley undergraduate students comprising all majors. Approximately 80% of the College's facilities are comprised of advanced technical research and instructional laboratories, including high-level biosafety facilities and prototype laboratories supporting cutting edge research. Position Summary The Senior Assistant Dean, Facilities Operations and Research Safety reports directly to the Dean. Responsibilities include managing the design and construction of capital projects, including renovations, expansions and new facilities and infrastructure; collect, develop, and analyze technical data to determine project requirements and preparation of information regarding specifications, materials, equipment, estimated costs, and completion times, oversight of all EHS&S efforts, whether provided by UC staff or outside consultants/contractors, and ensure that their services are conducted to the highest standards of the profession. The Assistant Dean ensures timely and competent Facilities Operations and Research Safety service to all 1300 staff members and 55 research groups in 380,000 of Assigned Square Footage (ASF) comprising the Chemistry complex. The Senior Assistant Dean coordinates these activities with other senior college staff including Department Chairs and the Assistant Deans responsible for Budget and College Relations. Application Review Date The First Review Date for this job is: 03/27/2026. Responsibilities Facilities Planning, Development and Management • Provides management and coordination of major and minor capital improvement projects, including ensuring implementation of planned and comprehensive building, landscape and infrastructure campus programs., • Provides expertise in selection of design professionals, fee and contract negotiations, project code compliance and regulations, engineering and technical support, campus policies and project development., • Provides College oversight of professional architects, engineers, landscape architects, project managers, analysts, and other design/construction professionals to ensure College major and minor construction needs are met., • Serves as the primary contact to the campus Capital Projects (CP) unit., • Responsible for approving all expenditures for CoC projects prior to their authorizing for payment by the Project Manager designated by Capital Projects., • Provides counsel and oversight to the Project Manager assigned by Capital Projects, assuring that College and campus requirements are implemented., • Directs the design, renovation, and construction of building projects in consultation with the Dean, Capital Projects, and, as appropriate, donors., • In coordination with Capital Projects directs selection of design professionals and negotiates contracts., • Responsible for converting the academic/research unit's design interests and needs into a clearly stated set of design requirements., • During design and planning phase, ensures design intent., • Reviews and analyzes estimated cost impacts for campus, college and possibly donor review., • Assures that campus and contractors meet the Mechanical, Electrical, Plumbing and Fire Protection (MEPF) systems and meet codes, regulations, and University Design standards., • Represents the College in developing processes and procedures with campus service providers such as EH&S, U.C. Police, RSSP, Communication and Network Services (CNS), Physical Plant, State Fire Marshal, State Architect, et cetera, to advance the interests of the campus. Serves as the primary contact to the campus Office of EH&S providing overall direction and oversight in the following areas: • Chemical Re-Use Facility, including collection and distribution of over 18,000 recycled chemicals for free within the College;, • Construction Safety during building and laboratory renovations located within the College;, • Laboratory Safety and Chemical Fume Hood Compliance Program;, • Laboratory Safety Contact Program that provides safety information and training to graduate student and postdoctoral researchers;, • Manages the Ergonomics Awareness and Evaluation Program for the College., • Monitors and prevents chemical, biological, and physical hazards and diseases., • Reviews and incorporates health standards promulgated by regulatory authorities., • Represents College of Chemistry Senior EH&S management at campus meetings and committees., • Provides personnel administration including selection, training, evaluation, and as required, corrective action., • Develops and monitors operational plans., • Manages Staff and monitors budgets and expenses, ensuring compliance with budgetary allocations., • Directs audits, follow-up and notification activities., • Provides reports to Federal, State, and local agencies., • Develops or oversees development of communication programs to ensure awareness of and compliance with all applicable rules, regulations, and policies to protect environmental health and prevent unsafe conditions., • Maintains current, up-to-date knowledge and understanding of all existing and proposed regulations., • Aids in the implementation and monitoring of campus environmental and safety programs, systems, procedures and training in: industrial hygiene, safety engineering, environmental protection, fire protection, and hazardous materials., • Takes the lead in advising management team on staffing needs and assignments. Assesses staff development needs and recommends training opportunities for staff., • Manages the Facilities Operations business unit for 6 buildings that comprise the College of Chemistry., • Advises senior management such as Vice Chancellors, Dean, Associate and Assistant Deans in responding to requests for information regarding Capital Improvements., • Thorough knowledge of and experience in planning, design, construction, environmental issues, legal issues, federal, state and local laws, regulations and practices governing planning, building design and construction, state and federal legislative processes., • Thorough financial, budgeting and cost management skills, including interacting with and synthesizing widely divergent viewpoints and interests., • Thorough knowledge of and/or can quickly learn the organization, including its vision, mission, goals, achievements, infrastructure and short- and long-range strategic capital projects plans., • Excellent organizational skills including skill in consistently and effectively meeting budget and time deadlines., • Excellent skills to lead, direct and manage personnel including selection, training, evaluating and, as required, taking corrective action., • Excellent written, verbal and interpersonal communication skills, including skill to work effectively with multiple constituencies to advance organizational objectives., • Master's degree in related area and/or equivalent experience/training., • License to practice in at least one of the following professions: architecture, engineering, urban design, city planning or landscape architecture. For information on the comprehensive benefits package offered by the University, please visit the University of California's ___website. Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. The budgeted annual salary range that the University reasonably expects to pay for this position is $190,000.00 - $230,000.00. The full pay scale for this classification is $138,200.00 - $271,200.00. This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check. SB 791 and AB 810 Misconduct Disclosure Requirement: As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. For reference, below are UC's policies addressing some forms of misconduct: Equal Employment Opportunity The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law.

Position title: Instructor (Non-Senate, Non-Tenure Track) Salary range: The compensation model varies depending upon the course delivery format. For a synchronous Live Online course, a reasonable estimate for this position is $1,500 - $3,600 total per course. For an asynchronous Fixed Date Online course, this position is paid $150 - $170 per enrolled student and a reasonable estimate ranges from $1,200 - $3,400 total per course. Compensation may be shared among co-instructors depending upon the percentage of course content that each co-instructor teaches. Instructor compensation is determined by course length, number of units, enrollment, budgetary considerations, and other factors. Percent time: Part-time by agreement on a course-by-course basis. Anticipated start: Some appointments may begin as early as the spring semester. Review timeline: Applicants are considered for positions as needs arise; the existence of this applicant pool does not guarantee that a position is available. The applicant pool will remain in place for 9-12 months; those interested in remaining in the applicant pool beyond the advertised final closing date must reapply. Position duration: Length of courses differs depending on the subject, level, format/schedule, and credits taught. For the fall, spring, and summer semesters, course length typically ranges from approximately 6 to 12 weeks. Further course agreements may be assigned based upon program needs, meritorious performance, and funding availability. Open date: August 27, 2025 Next review date: Wednesday, Apr 15, 2026 at 11:59pm (Pacific Time) Apply by this date to ensure full consideration by the committee. Final date: Wednesday, Aug 26, 2026 at 11:59pm (Pacific Time) Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled. UC Berkeley Extension (UNEX), the continuing education branch of the University of California, Berkeley, has been building bridges between UC Berkeley and the public since 1891. UNEX serves the professional and continuing education goals of thousands of people each year and plays an essential part of the University mission to: extend the research and scholarship of UC Berkeley to a global community; increase access to higher education for non-traditional, online, and international students; and improve the workforce. UC Berkeley Extension is a part of the division under the leadership of the Dean of Extended Education that also includes Berkeley Summer Sessions, Berkeley Study Abroad, and Osher Lifelong Learning Institute. UC Berkeley Extension invites applications for a pool of qualified, dynamic instructors with a commitment to professional and continuing education in UX Design, UI Design, and UX Research to teach one or more online courses each year for our Arts and Humanities department. Courses are offered online: • Online instruction is delivered asynchronously through our learning management system (Canvas) or through synchronous live lectures (Zoom). User Experience and User Interface (UX-UI) Design • Accessibility in UX Design, • Algorithmic Thinking & System Flows, • Content Design, • Diagramming and Prototyping for UX, • Essentials of User Experience (UX) Design, • Information Architecture, • User-Interface (UI) Design, • UX Design Portfolio, • UX for Emerging Technologies: Augmented Reality (AR), Mixed Reality (MR), and Artificial Intelligence (AI), • Qualitative User Research for UX The department seeks candidates who can support the success of all students through inclusive curriculum, classroom environment, and pedagogy. Specific duties and expectations will vary depending on the method of instruction including: Synchronous Live Online (Zoom) or Asynchronous Online (Fixed Date). • For synchronous instruction (live online courses), duties include but are not limited to: syllabus development; assignment development; lesson planning for class meetings; preparing and submitting required texts and course materials; reviewing and updating Canvas course site; and delivering lectures, presentations, and learning activities for all required hours of instruction., • For asynchronous instruction (fixed date online courses), duties include but are not limited to: reviewing the syllabus and pre-populated online course content; learning and utilizing Canvas classroom management tools; and requesting any training needs from the Program Director or Department Director., • Bachelor's degree or equivalent international degree required. Additional qualifications (required at time of start), • 5 or more years of professional industry work experience since degree, or 5 or more years of teaching experience since degree., • U.S.A. Residency and U.S.A. Work Authorization: All work must be performed in the United States, whether in person or online. For applicants who are not US citizens or permanent residents, a valid US work authorization is required for the duration of employment. Applicants should not expect the department to sponsor a work visa on their behalf. Preferred qualifications, • Advanced degree in UX Design preferred., • 5 or more years of professional industry work experience in UX design, artificial intelligence (AI), voice design, web design or development, product design, graphic design, interaction design, human computer interaction, human ergonomics, computer science, engineering/programming, cognitive science, psychology, anthropology, or sociology., • Experience in User Research Methods (quantitative/qualitative)., • Proficiency in design thinking methodologies and their application to user-centered design challenges., • Proficiency in one of the following for design tools: Figma, InVision, Miro, Mural, UXPin, or AI apps and plugins., • Proficiency in Augmented Reality (AR), Mixed Reality (MR) and Virtual Reality (VR), • Proficiency in one of the following for Voice User Interface (VUI) design courses: Voiceflow, Alexa Skill Kit (ASK), Action Builder (for Google Assistant), Mycroft, Web Speech API, etc., • Experience writing technical content and project specs., • Knowledge of existing and new technologies and constraints, including knowledge of artificial intelligence and its integration with user experience design., • Teaching, training or coaching experience in the course subject, within a U.S. corporate environment or at a U.S. college/university institution., • Experience in creating syllabi, learning objectives, lectures/presentations, learning activities, assignments, assessments, exams, and quizzes., • Experience teaching online and/or developing academic content for online courses., • Ability to convey conceptual and complex ideas and information., • Ability to support the success of all students through inclusive curriculum, classroom environment, and pedagogy., • Effective verbal/written communication and presentation skills (English)., • Effective organizational skills with attention to detail., • Ability to collaborate with colleagues and work within a team environment, • Proficiency in (or willingness to learn) instructional and other technology, such as: Learning Management Systems (Canvas); lecture/presentation capture applications (Panopto); online video conferencing (Zoom); Microsoft Office (Word and PowerPoint); file sharing (Google drive or Dropbox); and Google Workspace tools (email, calendar, docs, sheets, slides, etc). Document requirements Curriculum Vitae - Your most recently updated C.V. * Cover Letter - In your cover letter, please include: 1. the top 3 course subject(s) you are applying for within the UX-UI Design and/or User Research disciplines;, 2. a link to your professional website that includes your UX-UI Design and/or User Research portfolio with samples of your work; and UC Berkeley is committed to diversity, equity, inclusion, and belonging in our public mission of research, teaching, and service, consistent with UC Regents Policy 4400 and University of California Academic Personnel policy (APM 210 1-d). These values are embedded in our Principles of Community, which reflect our passion for critical inquiry, debate, discovery and innovation, and our deep commitment to contributing to a better world. Every member of the UC Berkeley community has a role in sustaining a safe, caring and humane environment in which these values can thrive. The University of California, Berkeley is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or protected veteran status. For more information, please refer to the University of California's Affirmative Action and Nondiscrimination in Employment Policy and the University of California's Anti-Discrimination Policy. In searches when letters of reference are required all letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality prior to submitting their letter. As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements. Unless stated otherwise, unambiguously, in the position description, this position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee. As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct. • "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer., • UC Sexual Violence and Sexual Harassment Policy, • UC Anti-Discrimination Policy, • APM - 035: Affirmative Action and Nondiscrimination in Employment San Francisco Bay Area, California, U.S.A.

Under the general direction of the Assistant Dean and CFAO, the CHASS Facilities Manager is responsible for managing operations of the CHASS Facilities Management (CFM) department which is responsible for providing space planning, facilities equipment and event management related support services to all CHASS units to assist them with instructional, research, creative, exhibition and performance work. Additionally, CFM facilitates and coordinates CHASS safety and security. The primary services this position oversees include the following: 1.) space planning, 2.) event management 3.) facilities and equipment maintenance, 4.) safety/security and access control coordination, 5.) project coordination and support. CFM provides service to CHASS facilities, including general academic buildings (Humanities, Psychology, Watkins, Sproul, Interdisciplinary, etc.) and approximately 211,000 SF of specialized classrooms, studios, and labs Required to hold valid driver's license, have a driving record that is in accordance with local policies/procedures, and/or enroll in the California Employer Pull Notice Program. The full salary range for the Facilities Manager is $103,100 - $196,300 annually. We base salary offers on a variety of considerations, such as education, licensure and certifications, experience, and other business and organizational needs. Applicants must have current work authorization when accepting a UCR staff position. Currently, we are unable to sponsor or take over sponsorship of an employment Visa for staff. As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements.

* The Teaching Assistant Development Program Specialist is responsible for management of the Teaching Assistant Development Program (TADP) within Graduate Division while incorporating inclusive teaching practices, digital pedagogy, and AI-supported instructional strategies. Under the direction of the GradSuccess Director, the Specialist is responsible for initial and ongoing training and pedagogical support for UCR graduate student Teaching Assistants (TAs). This includes developing and delivering mandatory New TA Orientations, quarterly continuing training for under-performing TAs, pedagogy workshops, and overseeing the annual TA teaching awards. The Specialist collaborates with other departments on maintaining the student teaching evaluation system, maintains detailed records, and provides program support for marketing, data analysis, and assessment. The Specialist also manages and facilitates the University Teaching Certificate Program. The full salary range for the Teaching Assistant Development Program Manager is $66,500 - $118,300 annually. The expected pay scale for this position is up to $78,000 annually. We base salary offers on a variety of considerations, such as education, licensure and certifications, experience, and other business and organizational needs. Applicants must have current work authorization when accepting a UCR staff position. Currently, we are unable to sponsor or take over sponsorship of an employment Visa for staff. As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements.

Open date: June 6, 2025 Most recent review date: Saturday, Jun 21, 2025 at 11:59pm (Pacific Time) Applications received after this date will be reviewed by the search committee if the position has not yet been filled. Final date: Sunday, Dec 6, 2026 at 11:59pm (Pacific Time) Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled. Research Specialist: Kidney Genetics, Genomics, and Advanced Models Laboratory DESCRIPTION The Kidney Genetics, Genomics, and Advanced Models Laboratory at the Mission Bay campus of UCSF is recruiting individuals with expertise in human stem cell culture and in vitro cell model development to serve as a research specialist. The general responsibilities of this position are as follows: • iPSC-derived Kidney Organoid Research: The research specialist will conduct kidney disease research using iPSC-derived kidney organoids. Specifically they will improve kidney organoids as models of human kidney disease and enhance ability to conduct genetic and small molecule screens in kidney organoids. Characterization of organoids will be performed using scRNA-seq and immunofluorescence., • Genetically engineer iPSCs: The research specialist will genetically engineer iPSCs to enable genetic and small molecule screens in kidney organoids., • CRISPR screens: The research specialist will conduct CRISPR screens in kidney organoids. Candidates will be expected to work independently and in a collaborative multidisciplinary team. Opportunities for career development will be provided and encouraged. The candidate will report to Gabriel Loeb, MD, PhD, the Principal Investigator of the Kidney Genetics, Genomics, and Advanced Models Laboratory. QUALIFICATIONS • Appointees should possess significant experience with iPSC culture, generation of iPSC-derived cell types or organoids, and immunofluorescence. Experience with genome engineering of in vitro cell types, scRNA-sequencing, and CRISPR screens is preferred., • Appointees to the Assistant rank should possess a master's degree (or equivalent degree) related to the area of focus or a baccalaureate degree (or equivalent degree) with three or more years of experience demonstrating expertise in the relevant specialization., • Appointees to the Associate rank should possess a master's degree (or equivalent degree) related to the area of focus or five to ten years of experience demonstrating expertise in the relevant specialization. Associate Specialists are normally expected to have a record of academic accomplishments, including contributions to published or in-press research in the field and a demonstrated record of University and/or public service., • Appointees to the Full Specialist rank should possess a terminal degree (or equivalent degree) related to the area of focus or ten or more years of experience demonstrating expertise in the relevant specialization. Specialists at full rank are normally expected to have a significant record of academic accomplishments, including contributions to published or in-press research in the field, professional recognition in the field, and a demonstrated record of University and/or public service., • Demonstrated ability to organize, interpret, evaluate, and present research findings in a variety of formats including manuscripts, grant proposals, reports to stakeholders, and oral presentations, and facilitate collaborative and instructional scientific interactions within laboratory and discussion settings., • Ability to think creatively and independently on concepts requiring advanced analytical skills., • Interpersonal skills and ability to work with diverse groups to achieve results., • Ability to work collaboratively with internal and external peers. Please apply online at . Applicants' materials must list current and/or pending qualifications upon submission. See Table 24B for the salary range for this position. A reasonable estimate for this position is $63,500-$194,800. Document requirements * Curriculum Vitae - CV must clearly list current and/or pending qualifications (e.g. board eligibility/certification, medical licensure, etc.). * Cover Letter (Optional) * Statement of Research (Optional) * Statement of Teaching (Optional) As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements. The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law. UCSF is committed to welcoming and serving all people, honoring the dignity of every individual without preference or prejudice, in support of its public mission and in alignment with our PRIDE values and Principles of Community. As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct. • "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, or discrimination, as defined by the employer., • UC Sexual Violence and Sexual Harassment Policy, • UC Anti-Discrimination Policy

___Job ID83914 LocationMain Campus-Berkeley Full/Part TimeFull Time ______ At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff. As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value. We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our ___, ___, and ___. At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for ___ (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can ___ at UC Berkeley. Departmental Overview The Herbert Wertheim School of Optometry and Vision Science encompasses a broad range of instruction, research, training, and clinical activity that includes three distinct academic degree programs: Doctor of Optometry (O.D.), Doctor of Philosophy, and Residency. We educate an estimated 320 students annually. Our O.D. program is a 4 year program with clinical training provided at 3 campus clinics, numerous satellite clinics, VA clinics, and external clinics across the country. Our one-year post-graduate residency programs provide advanced clinical education in specialty areas of optometry with placement on and off campus and our Vision Science program averages 40 PhD students. The mission of the school is currently executed by ladder rank faculty members, professors of clinical optometry, full and part time health sciences clinical faculty, emeriti faculty, staff, professional researchers and visiting faculty and postdoctoral research scholars. Position Summary The Director of Academic Operations reports to the Sr. Assistant Dean and has a dotted reporting line to the Associate Dean of Academic Affairs (ADAA). The Director provides strategic and operational management and support of academic and research processes. This role oversees daily academic processes, facilitates oral and written communication across departments, and ensures compliance with institutional policies and accreditation standards. The manager coordinates course scheduling, faculty workload processes, academic reporting, and resource allocation to maintain smooth and efficient academic functions. Working closely with the Associate Dean, Sr. Assistant Dean and other senior leaders, the Academic Operations Manager provides analytical, administrative, and project management support to advance strategic initiatives, enhance academic quality, and improve the overall student and faculty experience. Application Review Date The First Review Date for this job is: 02/11/2026. Responsibilities Manages, plans, and administers a full range of administrative operations including but not limited to: • Timely submission of appointment data for Smartsheets to campus People & Culture for processing within the UC Path (payroll) system., • Support leadership with management development programs, onboarding/induction and other training initiatives., • Prepare and distribute HR appointment letters as required and per campus policies and union contract terms., • Provide administrative support to School Leadership and Faculty Chairs. This includes scheduling and supporting faculty meetings, faculty votes, recruitments, leaves and separations., • Using campus systems such as AP Bears and AP Recruit for timely submission and tracking of personnel cases to campus including but not limited to faculty searches both senate and non-senate, cases for promotion, merit and retention., • Develop and maintain organized project schedules, tracking progress and identifying potential bottlenecks., • Collect and consolidate information for personnel cases. This includes communing internally and externally to ensure all materials are collected in a timely manner., • Develops and prepares complex budgets with multiple funding sources, especially for academic student appointments, fellowship and scholarships., • Collaborate with Vision Science (VS) Faculty Chair and Admissions and Student Affairs (ASAO) to manage, distribute and track funding commitments primarily to VS PhD students., • Coordinate with principal investigators (PIs) and Research Analysts (RAs) to confirm available funding., • Execute funding commitments via HR and the Campus Student Award System. Appointments are typically, GSR, GSI (TAs), Readers and Tutors., • Prepares short and long range planning for administrative services operations and improvements to processes., • Complete the end to end hiring and/or distribution of funding, including the preparation of appointment letters., • Comprehensive payroll reconciliation (eg. monitor budget to actuals, individual payroll records, compliance with UC salary tables)., • Prepare hiring and financial plan for academic students to ensure timely hiring and adherence to campus policies and union contracts., • Collaborate with Finance, Admissions and Student Affairs Office (ASAO), Clinic and school leadership to respond to campus and school surveys and professional accreditation surveys (ASCO, ACOE)., • Course Evaluations: Review and analyze course evaluations and other instructional feedback., • Collaborate with ADAA to oversee., • Liaison with Campus Academic Personnel Office (APO). Skills Enhancement and Service: Participates in workshops, trainings, and other professional development activities and activities that enhance the school community. Academic and Research Personnel Support: • Collaborate with Associate Deans and Academic Personnel to ensure employees are hired at the correct effort in accordance with approved teaching plan and expected additional duties., • Track ladder rank faculty teaching requirements in compliance with teaching policy including sabbaticals, course relief, buyouts and confirm meeting requirements., • Calculate and process teaching buyouts., • Provide data/input on the annual FTE call., • Respond to appointment and teaching activity inquiries., • Faculty workload and effort database and tracking: Track faculty schedules, teaching requirements, sabbaticals and workload units., • Respond to instructor teaching and appointment inquiries., • Work with ADAA to review, assess, and share course evaluation data and other teaching related data gathered through surveys and other sources., • Recruitments, Merit and Promotions: In accordance with UCOP and Campus policy and protocols., • Accurate and timely processing of school's approved salary plan for health science faculty., • Recall appointments., • Collaborate with Associate Deans (Academic Affairs, Clinical Affairs) to recruit, appoint and reappoint Health Science Faculty Appointments., • Liaison with APO and BRS regarding academic, HR and UAW inquiries., • Issue appointment and reappointment letters., • Special projects: Support leadership with analysis and new initiatives., • Advanced knowledge of and/or can quickly learn University rules and regulations, processes, protocols and procedures for budget, accounting and fund management, and/or personnel management., • Advanced interpersonal skills including verbal and written communication, active listening, critical thinking, persuasiveness, advising and counseling skills., • Advanced knowledge of a variety of administrative operational activities such as accounting and payroll, union contracts and grants regulations and guidelines., • Advanced knowledge of and/or can quickly learn common University-specific computer application programs., • Ability to use discretion and maintain confidentiality., • Advanced skills in analysis, problem-solving and customer service., • Advanced knowledge of financial analysis and reporting techniques, and/or human resources policies and procedures for staff and academic employees., • Exceptional attention to detail and ability to work effectively under pressure. This includes performing tasks with a high degree of accuracy, which includes reconciliation and checking work for errors., • Demonstrated time management and organizational skills, with a track record of meeting deadlines and managing priorities effectively., • Proven ability to manage confidential and sensitive information with the utmost integrity, professionalism, and discretion., • Proven success managing personnel and operations within a unionized environment., • Proficiency with Microsoft products especially Excel and Access, Google and and/or can quickly learn campus systems (ie. AP Bears, Cal Answers, BFS). For information on the comprehensive benefits package offered by the University, please visit the University of California's ___website. Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. The budgeted annual salary range that the University reasonably expects to pay for this position is $90,000.00. - $127,000.00. • This position is governed by the terms and conditions in the agreement for the Clerical & Allied Services Unit (CX) between the University of California and Teamsters Local 2010. The current bargaining agreement manual can be found at: ___ This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check. SB 791 and AB 810 Misconduct Disclosure Requirement: As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. For reference, below are UC's policies addressing some forms of misconduct: Equal Employment Opportunity The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law.

___Job ID83887 LocationMain Campus-Berkeley Full/Part Time ______ At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff. As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value. We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our ___, ___, and ___. At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for ___ (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can ___ at UC Berkeley. The UC Berkeley Wireless Research Center is an established leader in university-industry-government research partnerships resulting in pioneering circuits and system-on-chip innovations for high-performance analog, digital, and mixed-signal applications. The Center has forged deep relationships with industry leaders to facilitate rapid technology transfer since being founded in 1999. BWRC provides an environment for research into core issues for future generations of wireless and wireline communication systems, as well as a platform to expand graduate student instructional programs. Research focuses on highly-integrated CMOS implementations optimized for the lowest energy consumption, leveraging advanced communication algorithms and architectures. ASIC proof-of-concept prototype chips are fabricated using leading-edge process technologies and are evaluated in a state-of-the-art, in-house laboratory. Center membership provides access to faculty and graduate students involved in a large interdisciplinary research effort for a modest investment. The critical-mass combination of UC Berkeley researchers, government funding, and industry-leading sponsors has the potential for making truly significant advances possible. The BWRC consists of PhD graduate students, post-doctoral researchers, and faculty engaged in pre-competitive, public domain research. The First Review Date for this job is: 2/6/26 - Open until filled 65% Carries major responsibility for accomplishment of research objectives in relationships with investigators, manufacturers, contractors, and Campus staff members as a principal assistant to the faculty investigator or research administrator in charge. 20% Provides direction and oversight to researchers on more complex research projects and initiatives. 10% Represents the unit and/or Principal Investigator to whom they are responsible at meetings and conferences in matters related to engineering design considerations and financial requirements. 5% Guides the gathering of information during planning stages. • Expert skills associated with being recognized as a subject matter expert in the field., • Expert knowledge associated with the planning, development, and construction of the most complex and significant engineering projects and initiatives., • Expert knowledge of highly specialized design work related to custom integrated circuits, FieldProgrammable Gate Arrays, and related software engineering., • Expert knowledge of dozens of programming languages, including C, C++, Java, JavaScript, PHP, C-shell, Bourne shell, and Python., • In-depth and advanced knowledge of the engineering field and applies principles, practices, and procedures within the discipline to complete the most difficult, complex, and significant assignments., • Advanced project management skills to assume responsibility for the accomplishment of research objectives that are significant to the Campus and industry., • Advanced communication skills, both written and verbal, to convey complex information clearly and concisely., • Advanced interpersonal and presentation skills., • Ability to work in a highly collaborative manner with both internal and external constituencies; readily assess complex challenges and barriers and recommend effective resolutions., • Demonstrated ability to lead, motivate, and influence others on projects of significance., • Ability to execute large and complex work assignments to meet deadlines and ensure adherence to quality standards., • Doctorate in a related field or an advanced degree in a related area with related experience., • Requires experience with dozens of programming languages, including C, C++, Java, JavaScript, PHP, Cshell, Bourne shell, TCL/Tk, Scheme, • Requires experience installing and using advanced Computer-Aided Design tools, including: Design Compiler, Modelsim, Virtuoso, Ansoft HFSS, Keysight, Innovus, Astro, Calibre, and Xilinx Vivado. For information on the comprehensive benefits package offered by the University, please visit the University of California's ___ website. Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions, including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. The budgeted salary or hourly range that the University reasonably expects to pay for this position is $145,000 - $200,000. This job is part of the Employee Referral Program. If a UC Berkeley employee is referring you, please ensure you select the Referral Source of "UCB Employee". Then enter the Employee's Name and Berkeley E-mail address in the Specific Referral Source field. Please enter only one name and email. This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check. As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. For reference, below are UC's policies addressing some forms of misconduct: The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law.

This Teaching Assistant role provides a dynamic opportunity to contribute to the instructional environment, assisting with lesson preparation, classroom management, and providing tailored support to meet diverse student needs. Facilitate interactions between students with disabilities and their peer

Job Description JOB DESCRIPTION ASP Substitute Site Assistant Reports To: Youth Services Director & Site Program Manager Classifications: On-Call, Part-time FLSA1: Non-Exempt Pay Rate: $23.50-$25.00 per hour Hours Per Week: Up to 28 Benefits Eligible: Limited - PTO Department: Youth Services Work Location: Various YS Sites as needed Start Date: 03/23/2026 The Organization Good Samaritan Family Resource Center (GSFRC) is an innovative multi-service non-profit located in San Francisco’s Mission District. Its mission is to help families access needed services, develop self-sufficiency, and participate fully as members of the community. Our staff is a diverse and talented team willing to take innovative and unique approaches to help children, youth and families thrive and succeed. Position Summary The primary purpose of the Afterschool Program (ASP) Substitute Site Assistant is to provide direct service to the participants and perform administrative and operational tasks as assigned by the Program Manager on an as needed on-call basis. As an ASP Substitute Site Assistant, you have an opportunity to be a role model for children and to help create a safe, enriching and fun environment for children to grow. You will work as a substitute team member, supervising and interacting with children in a drop-in setting, as well as supporting the creation and implementation of curriculum and activities. The ASP Substitute Site Assistant position will also perform other duties and responsibilities as assigned by the Program Manager. Specific Responsibilities • As needed on-call position. Employee will be contacted with as much notice as possible but day-of/day before requests., • Be actively engaged with children in the program, • Provide direct service and support to the children, as assigned daily by Program Manager, • Assist in the creation and implementation of youth activities and curriculum, • Maintain a clean, fun and engaging environment while on duty, • Uphold and enforce all safety policies and procedures, • Perform daily administrative and operating tasks as assigned by the Program Manager, • Participate in quarterly training summits, • Maintain a predetermined work schedule, and be on time for your shifts, • No personal phone use while at the program to ensure that student safety and engagement are the priority., • Chaperone on field trips as needed, • Ability to maintain confidentiality, • Must be responsible and on-time for scheduled work shifts, • High school diploma or equivalent AND passed SFUSD District Instructional Aide Exam; OR High school diploma or equivalent AND passed CBEST; OR High school diploma or equivalent AND 48 college units (official transcripts required); OR Associate's degree or higher., • Experience with facilitating or leading age-appropriate activities, • Strong organization skills and ability to write, • Requires a valid California Driver’s License and clean driving record, • Must complete a full background check (Department of Justice, FBI, Child Abuse Index) after conditional offer is made., • Must have TB clearance, • This position is set in an Office, School, and Community environment. The physical and environmental demands described in the job description are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. HOW TO APPLY: Please apply by submitting your resume to “” or you may visit our website at . Good Samaritan Family Resource Center is an Equal Opportunity Employer Pursuant to the San Francisco Fair Chance Ordinance, we will consider for employment qualified applicants with arrest and conviction records. Employment is contingent upon meeting the above minimum qualification and verification of previous employment and education.

Job Description The OrganizationLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving TK-12 public charter schools whose goal is to be the highest performing schools in East Oakland. Our two schools serve over 1,600 students and are a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . The OpportunityEducation Specialist (Mild-Moderate)Teacher (26-27SY)Competencies and Qualifications Lighthouse Community Public Schools is looking for talented Education Specialist (Mild-Moderate) teachers to join our team who are relentlessly committed to ensuring that traditionally underserved students of color achieve our mission of completing college, securing a career of their choice, and becoming lifelong changemakers in their communities. LCPS teachers believe that this important mission is not only attainable; it is essential to transforming our Oakland community. If you are inspired by our mission and vision and want to be a changemaker in students’ lives here in Oakland, then please apply and join us! You will embody the following Core Competencies to be an effective change-agent: * Be an anti-racist educator committed to educational justice as evidenced by pursuing high academic outcomes for all students, respectful and supportive relationships, well-planned instruction, rigorous daily assessment, and daily opportunities for students to revise and refine their work. * Facilitate cognitively engaging student-centered learning. * Demonstrate a keen belief in and ability to create, collect, and analyze achievement data to drive student learning and outcomes for all students * Be a strong community builder and team collaborator * Model and foster a growth mindset with agency, persistence, and flexibility * Be a collaborative and responsible professional educator ESSENTIAL RESPONSIBILITIES * Maintain a high level of rigor for students with disabilities in order to ensure equitable access to common core state standards and/or alternate curriculum standards * Ensure that students are at the center of their own learning and deeply engaged in ways that foster agency. self-direction, and independence * Regularly collaborate with other specialists, including outside providers, and general education teachers for the purposes of: reviewing student data, ensuring individualized education plan (IEP) implementation, co-planning and/or co-teaching * Oversee, teach, and implement a student’s behavior intervention plan, including gathering and analyzing relevant data on a regular basis, and collaborating with staff members around student plan and progress * Demonstrate knowledge of Individuals with Disabilities Education Act (IDEA) and its influences on our special education program and daily responsibilities * Facilitate IEP meetings and ensure IEPs are designed for educational benefit * Create and maintain notifications, records, files, and reports as required by federal, state, and SELPA regulations * Provide daily oversight of paraprofessional support, including the staff schedule and implementation of IEP services * Communicate with caregivers on a frequent basis to ensure they are familiar with their child’s progress and a part of their child’s educational planning * Administer standardized academic assessments (e.g. KTEA-4, WIAT-3, etc.), write a report, and share the information at IEP meetings * Utilize, collect, and analyze rigorous, student-engaged assessments, both formative and summative, to identify and address students’ areas of growth and mastery of learning objectives and IEP goals * Grow and contribute as an educator, colleague, learner, and community member including engaging in professional development and your own growth as a teacher in service of student learning and outcomes * If teaching high school, coordinate the development and implementation of a student’s Individualized Transition Plan If you are excited about the opportunity to foster and facilitate a progressive growth mindset in students and engage in transformational teaching, we are actively looking for student-centered, dedicated, and dynamic teachers. MINIMUM QUALIFICATIONS: We would love to hear from you if your educational toolbox includes the following: * B.A. or B.S., required * Appropriate California Teaching Credential or commitment and verified ability to acquire one (must supply unofficial transcripts to verify eligibility if do not have a valid license in CA or another state or country) * Valid Certificate of Clearance verifying professional fitness for all CA teachers of record, required (if have never held a COC must obtain one before can be fully hired and cleared to start) * Knowledge of California Common Core State Standards, student-centered, mastery-based learning, curriculum planning, and data analysis, preferred * 2+ years teaching urban youth with transformational results, preferred * Familiarity navigating educational platforms * Experience teaching in a progressive school model * Bilingual in Spanish preferred Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. Teachers may need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in situations involving student safety.Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS. SUPERVISION: This position will report to the principal or assistant principal at their school site. TIME COMMITMENT: This position is 1.0 FTE (full-time exempt) and follows a 10-month (190 day) work year with significant student-free days for professional learning and collaboration with colleagues and interaction with families. All new instructional staff will report in late July/early August 2026 per the LCPS Calendar for the 26-27SY (to be published in February). Common Building Hours: All teachers are expected to maintain common building hours for their school site. These may be subject to change for the 2026-27SY: * Campus Building Hours: 8:00 - 4:00 pm M, Tu, Th, Fri and 8:00-5:00 on Wednesdays for Professional Development. * Occasional evening events during the year including start of year Icecream Social, Back to School Night, Expo, and other events identified by the school calendar in advance OUR COMPENSATION PACKAGE: At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA). TO APPLY: People of color and/or bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume. * Cover letter describing your interest in this exciting position and why you are an optimal fit, including how your teaching philosophy, approach to student learning, and educational expertise would contribute to Lighthouse Community Public Schools. * 3-5 Professional References: Name, position, phone number and email address. (Two of which should be current or previous supervisors of your role). * A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school. Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job Description Overview Looking for PRN? At Concentra, you will be a vital member of our patient care team and play a crucial role in providing exceptional care to our patients. Our mission is to improve the health of America's workforce, one patient at a time. Join us at Concentra and see how your clinical competency and compassion can make a meaningful difference in the lives of the patients you serve. Subject to the medical protocols established by Association and the Chief Medical Officer of Concentra and in cooperation with other physicians assigned to a clinic or “Center”, if any, Physician Assistant/ Nurse Practitioner shall provide primary medical direction and coordination of professional medical care within the occupational health program. This is a PRN role to cover clinics in the East Bay area: San Leandro, Oakland, Berkeley, Richmond. Shift: M-F / 8 AM - 5 PM. Responsibilities • Examines patient, compiles patient medical data and results of examination., • Administers or orders diagnostic tests, such as x-ray, electrocardiogram, and laboratory tests., • Compiles patient medical data, including health history and results of physical examination., • Interprets diagnostic test results for deviations from normal., • Performs therapeutic procedures, such as injections, immunizations, suturing and wound care, and managing infection., • Instructs and counsels patients regarding compliance with prescribed therapeutic regimens and health maintenance., • Develops and implements patient management plans, records progress notes, and assists in provision of continuity of care., • Assists in the development, implementation and revision of policies affecting medical practice judgment and quality of occupational health care., • Assists in the development and presentation of education and instructional programs., • Provides excellent customer service to all patients, clients and peers while incorporating Orange Book values., • Dedicated to exceeding customer and patient expectations as measured by NPER/NPS/TATs., • Ensures accuracy when completing and executing tasks and performing quality assurance checks., • Ensures accurate, concise, timely and complete documentation of results and paperwork., • Provides an excellent, compassionate and warm patient experience regardless of patient volume., • Ability to manage time, prioritize and multi-task in a busy environment., • Ability to adapt to changing business needs such as scheduling and working additional/different hours/shifts when appropriate., • Ability to consistently deliver quality care in a busy clinical environment., • Takes action to assist in other areas and to do what is needed to ensure an excellent patient experience., • Seeks out opportunities for additional clinical training and self-development in order to consistently provide quality care., • Effectively communicates with all patients, clients, supervisors and peers while incorporating Orange Book values., • Listens to and understands internal and external client needs in order to act and address., • Committed to personal excellence and understands how daily work contributes to center operation as a whole. Qualifications • Bachelors’ degree in related health field from an accredited college or university, • Licensure requirements of the state of jurisdiction, • Graduate of an accredited PA or NP program of an accredited university, • Board Certification, • Occupational Medicine experience preferred, but we are willing to train otherwise qualified candidates in this area of medicine, • FMCSA NRCME is required prior to start date - we provide this CME for colleagues not already certified, • Concentra Core Competencies of Service Mentality, Attention to Detail, Sense of Urgency, Initiative and Flexibility, • Ability to make decisions or solve problems by using logic to identify key facts, explore alternatives, and propose quality solutions, • Outstanding customer service skills as well as the ability to deal with people in a manner which shows tact and professionalism, • The ability to properly handle sensitive and confidential information (including HIPAA and PHI) in accordance with federal and state laws and company policies, • Demonstrated knowledge of occupational medicine requirements (state specific), • Demonstrated working knowledge of clinical operations, • Knowledge of laws and regulations that govern delivery of rehabilitation services, • Knowledge of worker’s compensation and clinical procedures and all processes involved in the delivery of quality care., • Demonstrated excellent communication skills, • Demonstrated willingness to participate in Continuing Medical Education

Job Description The OrganizationLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving TK-12 public charter schools whose goal is to be the highest performing schools in East Oakland. Our two schools serve over 1,600 students and are a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . The OpportunityEducation Specialist (Mod-Severe) Teacher Pool (26-27SY)Competencies and Qualifications Lighthouse Community Public Schools is looking for talented Education Specialist (Mod-Severe) teachers to join our team who are relentlessly committed to ensuring that traditionally underserved students of color achieve our mission of completing college, securing a career of their choice, and becoming lifelong changemakers in their communities. LCPS teachers believe that this important mission is not only attainable; it is essential to transforming our Oakland community. If you are inspired by our mission and vision and want to be a changemaker in students’ lives here in Oakland, then please apply and join us! You will embody the following Core Competencies to be an effective change-agent: * Be an anti-racist educator committed to educational justice as evidenced by pursuing high academic outcomes for all students, respectful and supportive relationships, well-planned instruction, rigorous daily assessment, and daily opportunities for students to revise and refine their work. * Facilitate cognitively engaging student-centered learning. * Demonstrate a keen belief in and ability to create, collect, and analyze achievement data to drive student learning and outcomes for all students * Be a strong community builder and team collaborator * Model and foster a growth mindset with agency, persistence, and flexibility * Be a collaborative and responsible professional educator ESSENTIAL RESPONSIBILITIES * Maintain a high level of rigor for students with disabilities in order to ensure equitable access to common core state standards and/or alternate curriculum standards * Ensure that students are at the center of their own learning and deeply engaged in ways that foster agency. self-direction, and independence * Regularly collaborate with other specialists, including outside providers, and general education teachers for the purposes of: reviewing student data, ensuring individualized education plan (IEP) implementation, co-planning and/or co-teaching * Oversee, teach, and implement a student’s behavior intervention plan, including gathering and analyzing relevant data on a regular basis, and collaborating with staff members around student plan and progress * Demonstrate knowledge of Individuals with Disabilities Education Act (IDEA) and its influences on our special education program and daily responsibilities * Facilitate IEP meetings and ensure IEPs are designed for educational benefit * Create and maintain notifications, records, files, and reports as required by federal, state, and SELPA regulations * Provide daily oversight of paraprofessional support, including the staff schedule and implementation of IEP services * Communicate with caregivers on a frequent basis to ensure they are familiar with their child’s progress and a part of their child’s educational planning * Administer standardized academic assessments (e.g. KTEA-4, WIAT-3, etc.), write a report, and share the information at IEP meetings * Utilize, collect, and analyze rigorous, student-engaged assessments, both formative and summative, to identify and address students’ areas of growth and mastery of learning objectives and IEP goals * Grow and contribute as an educator, colleague, learner, and community member including engaging in professional development and your own growth as a teacher in service of student learning and outcomes * If teaching high school, coordinate the development and implementation of a student’s Individualized Transition Plan If you are excited about the opportunity to foster and facilitate a progressive growth mindset in students and engage in transformational teaching, we are actively looking for student-centered, dedicated, and dynamic teachers. MINIMUM QUALIFICATIONS: We would love to hear from you if your educational toolbox includes the following: * B.A. or B.S., required * Appropriate California Teaching Credential or commitment and verified ability to acquire one (must supply unofficial transcripts to verify eligibility if do not have a valid license in CA or another state or country) * Valid Certificate of Clearance verifying professional fitness for all CA teachers of record, required (if have never held a COC must obtain one before can be fully hired and cleared to start) * Knowledge of California Common Core State Standards, student-centered, mastery-based learning, curriculum planning, and data analysis, preferred * 2+ years teaching urban youth with transformational results, preferred * Familiarity navigating educational platforms * Experience teaching in a progressive school model * Bilingual in Spanish preferred Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. Teachers may need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in situations involving student safety.Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS. SUPERVISION: This position will report to the principal or assistant principal at their school site. TIME COMMITMENT: This position is 1.0 FTE (full-time exempt) and follows a 10-month (190 day) work year with significant student-free days for professional learning and collaboration with colleagues and interaction with families. All new instructional staff will report in late July/early August 2026 per the LCPS Calendar for the 26-27SY (to be published in February). Common Building Hours: All teachers are expected to maintain common building hours for their school site. These may be subject to change for the 2026-27SY: * Campus Building Hours: 8:00 - 4:00 pm M, Tu, Th, Fri and 8:00-5:00 on Wednesdays for Professional Development. * Occasional evening events during the year including start of year Icecream Social, Back to School Night, Expo, and other events identified by the school calendar in advance OUR COMPENSATION PACKAGE: At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA). TO APPLY: People of color and/or bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume. * Cover letter describing your interest in this exciting position and why you are an optimal fit, including how your teaching philosophy, approach to student learning, and educational expertise would contribute to Lighthouse Community Public Schools. * 3-5 Professional References: Name, position, phone number and email address. (Two of which should be current or previous supervisors of your role). * A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school. Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job Description Job Description Temporary Summer Site Assistant Reports To: Program Manager Classifications: Temporary, Full-Time FLSA1: Non-Exempt Pay Rate: $23.50-$25.00 per hour Hours Per Week: 40 Benefits Eligible: Limited - PTO Department: Youth Services Work Location: SF Bayview/ Hunters Point/ Mission Summer Camp Locations Start Date: 06/01/2026 - 07/24/2026 The Organization Good Samaritan Family Resource Center (GSFRC) is an innovative multi-service non-profit agency located in San Francisco’s Mission District. Its mission is to help families access needed services, develop self-sufficiency, and participate fully as members of the community. Our staff is a diverse and talented team willing to take innovative and unique approaches to help children, youth and families thrive and succeed. Program Summary GSFRC provides 6 summer programs serving K-5th, 6th-8th , and 9th-12th grade youth. Our Summer camps focus on summer learning, enrichments, recreation, and exploration field trips. With a strong focus in supporting youth with social emotional learning and development we strive to build community, spark the interest of life-long learning, and provide introductions to a variety of activities and interests. Our camps operate for 6 to 8 weeks and offer a blend of academics, summer fun, and community exploration. 4 of our 6 camps are designed specifically to support Latinx Newcomer and EL youth specifically. Position Summary The Summer Site Assistant (SSA)'s main purpose is to provide direct service, engagement, and supervision to the student participants in one of our 6 summer programs. Summer Site Assistants create and use lesson plans to implement and facilitate various enrichment curriculums and activities. SSAs support with some administrative and operations duties as assigned by the Program Manager. As a Summer Site Assistant, you will have an opportunity to be a role model for youth and help to create a safe, enriching, and fun environment for youth to learn and grow. You will work as a team member, engaging with, supervising, and interacting with young people in a summer camp setting. The Summer Site Assistant position will also perform other duties and responsibilities as assigned by the Program Manager. Specific Responsibilities • Provide direct service, supervision, and support to the students during program, • Operate as a dependable team member working cooperatively and collaboratively with fellow staff to provide a nurturing and supportive environment for students and fellow staff, • Create and maintain lesson plans and program curriculum that are grounded in youth development best practices, • Maintain a safe, clean, positive, fun, and engaging environment, • Uphold and enforce all safety policies and procedures, • Attend mandatory staff, supervision and other designated meetings, • Perform some daily administrative support and operating tasks as assigned by the Program Manager, • Chaperone and facilitate field trips, • Ability to maintain confidentiality, • Ability to promote, maintain, and contribute consistently to a positive work culture and team environment, • Ability to demonstrate professionalism and respect in communication in all situations and with all stakeholders (participants, staff, parents, teachers, etc.), • Ability to be flexible and responsive to a variety of student and programmatic needs, • Bilingual (Spanish and English), • Experience with facilitating or leading youth age-appropriate activities, • Must complete a full background check (Department of Justice, FBI, Child Abuse Index) after conditional offer is made., • Must have TB clearance, • This position is set in a school site and community environment. The physical and environmental demands described in the job description are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. HOW TO APPLY: Please apply by submitting your resume to “” or you may visit our website at . Good Samaritan Family Resource Center is an Equal Opportunity Employer Pursuant to the San Francisco Fair Chance Ordinance, we will consider for employment qualified applicants with arrest and conviction records. Employment is contingent upon meeting the above minimum qualification and verification of previous employment and education.

Job Description Our School The International School of San Francisco is a bilingual, multicultural learning community where students learn to navigate the complexities of the world with confidence, empathy, and joy. Our vibrant urban campus is situated in the heart of the city and serves nearly 1,100 students beginning at age 2 and continuing through grade 12. Mission Guided by the principles of academic rigor and diversity, The International School of San Francisco offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance. Opportunity Working at The International School of San Francisco opens up a myriad of opportunities both personal and professional. When minds and cultures from around the world come together, boundless curiosity takes hold; faculty and staff benefit from that deep intellectual engagement and joyful discovery as we live out our values of respect, integrity, inclusion, collaboration, and curiosity. Each employee is both teacher and learner in our vibrant, multicultural, multilingual school community. Position: The Instructional Coordinator supports faculty in providing a vibrant learning environment that fosters true bilingualism and leverages the strengths of the French and U.S.-based components of our program. Reporting to the Maternelle and Lower School Principal and working across PK2 through grade 5, the Coordinator collaborates with leadership to facilitate data-informed planning and effective day-to-day implementation of an integrated bilingual progression. The Coordinator acts as coach, mentor, and facilitator to develop the skills of individual faculty members and the capacity of faculty teams, fostering faculty agency and a cycle of reflective, iterative improvement in teaching practices. Additionally, the Coordinator keeps up to date with neuroscience-based approaches and pedagogies and helps faculty create inclusive learning environments that allow all students to thrive. Focus and Responsibilities: • Lead teachers across grades and languages in the day-to-day work of delivering our integrated bilingual program, • Mentor and coach faculty one on one and in small groups, supporting teachers with actionable feedback on classroom observations and other aspects of teachers’ work, • Support faculty in implementing strategies for differentiation and other inclusive pedagogical practices, • Maintain a strong presence on both the Maternelle and Lower School campuses, • Share knowledge of current research on pedagogical practices and help faculty refine their approaches based on developments in our understanding of learning, • Support faculty in the design and curation of inclusive learning spaces, • Under the direction of the Principal and Assistant Principals, lead faculty in selecting and using curricular materials, including digital tools for student and faculty use, • Lead faculty in age-appropriate assessment design and implementation to ensure effective feedback, visibility on student progress, and coherence of assessment practices across the section and school, • Under the direction of the Principal and Assistant Principals, identify key areas of professional growth for individuals, teams, and the faculty as a whole, • With the Principal and Assistant Principals, design and implement structured internal professional development for faculty and suggest external learning opportunities, • Foster faculty collaboration and a culture of peer coaching to enhance teacher agency, expertise, and effectiveness, • Oversee and support faculty goal-setting and self-directed learning, • Lead onboarding of new faculty, supporting them with formal and informal learning opportunities, to ensure a deep understanding of our school culture and pedagogy, • Lead analysis of individual student and class-level performance data with faculty, and support faculty in using student learning data to inform their teaching, • With the section team, student support staff, and classroom teachers, ensure the actualization of intervention and enrichment strategies for students with identified learning needs as well as gifted students, • Support the Assistant Principals with data-driven curriculum review and development, and facilitate appropriate curriculum documentation by faculty, • Collaborate with the Principal and Assistant Principal to deliver parent education on key topics related to our program and pedagogies, • Ability to work independently and as part of a team in a diverse, fast-paced, multilingual educational environment, • Skill in coaching and mentoring individuals and teams to foster growth, • Expertise in the design and facilitation of effective adult learning, • Significant experience in early childhood and elementary education, • Facility with the analysis of student data, • Strong knowledge of current educational research and the ability to help faculty translate research into concrete practices in manageable ways, • Contagious enthusiasm for continuous learning, • Excellent organizational skills and the ability to manage multiple projects at once, • An ability to communicate effectively in multiple formats with a wide range of stakeholders, • Bachelor’s degree or equivalent is required; advanced degree in relevant field preferred, • Must be eligible to work in the U.S., • Bilingualism in French strongly preferred This is a full-time, year-round, salaried position reporting to the Lower School and Maternelle Principals. Salary range is $90,000 - $110,000 depending on experience. HOW TO APPLY **please note that during the application process you are required to send a request to 2 professional references. If you do not wish to provide your references at this moment, please enter email addresses of contacts you are comfortable with listing. ABOUT OUR SCHOOL The International School of San Francisco is a PK-12 independent school. Founded in 1962, our school is a multicultural, multilingual educational institution with over 1,100 students across an urban campus in the heart of the city. Guided by the principles of academic rigor and diversity, the French American International School offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance. Our international community brings together people from many backgrounds. Together we strive to create a shared culture that develops compassionate, confident and principled people who will make the world better. We base our community on these values: Respect, Integrity, Inclusion, Collaboration, Curiosity. Powered by JazzHR yZSoLcg70z

Job DescriptionThe OrganizationLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the Expeditionary Learning Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving over 1,600 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . The OpportunitySpecial Education Instructional Aide/ParaprofessionalCompetencies and Qualifications Lighthouse Community Public Schools is looking for Instructional Aide/Paraprofessionals to support our Special Education program. This would include supervising and supporting students who attend virtual speech services, supporting an individual student, instructing small groups of students, and/or providing instruction alongside the general education teacher in an inclusive classroom. At Lighthouse, we strive to hire and retain staff who are relentlessly committed to ensuring that traditionally underserved students of color develop agency and are able to strive for the post-secondary educational experience and career of their choice. Lighthouse staff believe that this important mission is not only attainable; it is essential to transforming our Oakland community. If you are inspired by our mission and vision and want to be a changemaker in students' lives here in Oakland, then please apply and join us! You will embody the following Core Competencies: * Believes that every student can meet high expectations and demonstrates a commitment to equitable outcomes, particularly for our most vulnerable students. * Holds a growth mindset for self, colleagues, and students. * Builds meaningful relationships and communications effectively with students, families, colleagues, and community. * Has knowledge of child development and different learning modalities. * Proactively advocates and takes responsibility for what they need to provide high quality supports to the students they serve. Your responsibilities will include: * Under the guidance and supervision of the special education teacher, deliver individualized or small group instruction in the following areas: academic, behavioral/social-emotional, social, transition, and functional/life skills as specified in the Individualized Educational Plan (IEP) in order to support the student in achieving their personalized goals. May include individualized support for toileting, feeding, and other functional skills depending on specific IEP goals, services, and students' self-care needs. * Supports teachers in maintaining students’ engagement, inclusion, and independence in the larger general education classroom through the implementation of school-wide systems and strategies as well as the accommodations and modifications necessitated by students’ IEPs. * Collaborate weekly with classroom teachers and/or special education teachers to customize supports that encourage students’ engagement and inclusion in the general education classroom * Support with the modification and accommodations of learning activities, under the guidance of the special education teacher. * Formally monitor and document students' progress on IEP goals. * Provide testing accommodation or modifications for students (e.g. 1:1 testing support, supervised breaks, extended time, etc.) * Communicate with students' families in conjunction with the teachers to discuss progress and growth areas. * Attend and actively participate in professional development activities to increase knowledge of best practices. * Implement behavior intervention strategies and plans, as needed. * Provide appropriate physical supports to students, including but not limited to, active supervision throughout the day, supporting students who elope, engaging in crisis prevention and intervention (including the most restrictive interventions), etc. * Maintain a high standard of professional behavior and follow all school staff policies, including Mandated Reporter, staff/student interaction policies and other requirements at all times. * Other duties as assigned by the supervisor. MINIMUM QUALIFICATIONS: * Associate's degree or completion of the equivalent of 2 years of college coursework. * B.A. or B.S., preferred * 1+ years of related experience supporting students with disabilities, in a school setting preferred * Registered Behavior Technician, a plus * Bilingual in Spanish, a plus Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Teachers may need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in student safety situations involving student safety. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS. TIME COMMITMENT This position is a full-time, salaried, non-exempt, 10-month (190 day) position following the LCPS school calendar (including approximately 5 weeks of time off aligned to school holidays and breaks during the school year). • Common Building Hours: 8:00am-4:30pm. These may be subject to change for the 2026-27SY: Occasional evening events during the year including start of year Ice cream Social, Back to School Night, Expo, and other events identified by the school calendar in advance. SUPERVISION This position reports to the Assistant Principal. OUR COMPENSATION PACKAGE At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA) and ample time off connected to the school year calendar. Opportunities for additional compensation for staff interested in working in our summer school program. TO APPLY People of color and/or bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume * Cover letter describing why you are an optimal fit for this position * 3 references with Name, Email, Phone Number and Title/nature of working relationship Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Charter Public Schools is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job DescriptionABOUT THE JCC EAST BAY The JCC East Bay values hachnasat orchim (providing a welcoming home) for people of all ages and life stages. Inspired by Jewish values, culture, and tradition, we build relationships, foster learning, and offer accessible pathways to Jewish life through programs for children, teens, families, adults, and older adults. After decades of operating our suite of programs in North Berkeley, we will be opening a new home for East Bay Jewish life in the summer of 2026 in Oakland. Our new campus will offer programs and activities to spark creativity, nurture identity, and weave together diverse generations, cultures, and organizations—including voices from across global Jewry—into a living tapestry of culture, learning, and kehilla (community) connections. Our future flagship campus in the Rockridge neighborhood will house our administrative offices and our award-winning preschool opening in the fall of 2026, and we will retain afterschool programs in Berkeley and in several Oakland public schools. POSITION SUMMARY The Kids’ Club Afterschool Assistant Teacher will report directly to the Program Director and will be instrumental in the success of the JCC East Bay’s Afterschool Programs at the school site. Teachers must be able to create a positive educational climate where students can learn and grow. Teachers will be responsible for preparing and implementing several weekly developmentally appropriate classes based on their personal passions and skills. The Kids’ Club Teacher will work throughout the school year, from August until May, approximately 20-25 hours per week. Activity Planning and Facilitation • Supervise students in different activities during programming., • Develop lesson plans and activities that incorporate organizational philosophy and overall program vision., • Prepare appropriate materials for the activities with student safety and engagement in mind., • Facilitate developmental programming for children in Transitional Kindergarten through fifth grade., • Create instructional resources and curriculum that reflect the diverse educational, cultural, and linguistic backgrounds of the students served., • Establish and communicate clear objectives for all learning activities., • Provide opportunities for students to learn and master diverse skills through hands-on, output-based activities aligned with their interest., • Promote group work where students take on meaningful roles while strengthening their critical thinking and problem-solving skills., • Facilitate collaborative interactions and discussions on issues relevant to students, including opportunities for feedback on their program experiences.Student Support and Safety, • Build and Maintain trusting and nurturing relationships with students., • Ability to tutor students on an individual level or facilitate working in groups in specific subjects as well as general schoolwork., • Establish clear expectations of student behavior while acknowledging positive behavior and implement the program behavior policy for unsafe behaviors., • Guide students in using appropriate materials and having a safe working environment., • Maintain appropriate staff to child ratios for supervising students at all times., • Assist in completing accurate documentation as directed (attendance, accidents/incidents, injury, behaviors, ID checks, etc.)., • Assist with parent communication when necessary.Learning and Development, • Serve as a role model and encourage collaboration with Teacher Aide., • Participate in on-going health and safety procedures, training, and practice drills with participants., • Participate in ongoing professional development., • Assist other afterschool staff in their learning and development., • Read and stay abreast of current topics in education.General, • Provide a safe environment and supervision to all students during programming., • Act as a positive and appropriate role model for children and fellow staff., • Promote an environment in which students learn and respect diversity and equity., • Contribute to overall program development; support the goals of the JCC East Bay., • Maintain organization and cleanliness during programming; assist in keeping all afterschool spaces organized and operational., • Communicate with the Afterschool administrative team when supplies are needed., • Participate in weekly staff meetings., • Assist with picking up children from school day classrooms., • Ability to document programs (photos, written form) for weekly newsletters and bulletin boards., • Consistent attendance as an afterschool staff is required as this role is a critical component in the success of the afterschool program., • Never be on cell phones while on the job (unless there is an emergency)., • Commitment to the mission of the JCC East Bay and knowledge of or commitment to learning about the Jewish community, values, and traditions., • Commitment to Diversity, Equity, Inclusion, and Belonging work., • Commitment to anti-bias education., • Commitment to building positive relationships with a culturally, linguistically, and socio-economically diverse community of students, staff, and parents.REQUIRED MINIMUM QUALIFICATIONS, • 2+ years of childcare or equivalent experience in TK or Elementary preferred., • Associates or BA in Early Childhood Education preferred., • Must have Associate’s Degree or Higher, or 48 Semester College Units, or passing a minimum proficiency exam., • Must have some ECE units or equivalent recreation, education, physical education, human services, or social welfare classes. Please submit a college transcript with your application to verify acceptable coursework., • Must have experience working with children grades TK-5 and be able to plan appropriate activities for different age groups., • Excellent communication and organizational skills., • Ability to organize tasks, and develop and implement plans to efficiently meet organizational goals., • Strong classroom management and behavior management skills., • Ability to lead a classroom of children., • Ability to work in a team., • Ability to push/pull and lift/carry objects weighing 50 pounds., • Ability to walk and stand for extended periods of time., • Ability to sit on floors and chairs, and to get up and down quickly., • Ability to bend from knees and waist to help a child., • Ability to maneuver in confined lavatories to aid children with toilet needs., • Ability to respond without delay to the needs of young children. The JCC East Bay is an Equal Opportunity Employer and makes employment decisions on the basis of merit. JCC East Bay policy prohibits unlawful discrimination in accordance with federal, state, and local laws. The JCC East Bay complies with the Americans with Disabilities Act and is committed to providing reasonable accommodations for people with disabilities. If you require particular accommodations during the application and interview process, please inform us of your needs so that we can provide accordingly. Systemic inequities in hiring have caused women, people of color, LGBTQ+ folks, and others to apply to jobs only if they meet all of the qualifications. The JCC East Bay encourages you to apply anyway, as no one ever meets 100% of the qualifications. We look forward to your application. Powered by JazzHR JPmbRh5I5q

Job Description Executive Director: SY27 2026-2027 The Executive Director is in charge of ensuring that the mission and vision of the school is implemented effectively, ensuring that academic programs accelerate positive outcomes for all students. The Executive Director is responsible for overseeing all aspects of running a school. This includes providing instructional leadership to faculty, managing the on-site operations and administrative duties, supporting student enrollment, and cultivating a strong anti-bias, anti-racist school culture. The Executive Director will also foster relationships with key internal and external stakeholders to meet budgetary, academic, and talent goals. The ideal candidate is an experienced school leader and educator with an expertise in leading successful school environments, coaching teams of faculty and staff, and meeting student outcomes. Familiarity with Summit Learning or personalized learning is strongly preferred. Who We Are What if all students graduated high school with the knowledge, skills and habits they need to lead a fulfilled life? This is the question that guides our mission at Summit Public Schools. To collectively prepare a diverse community of young people with the skills, knowledge, and habits to attain economic empowerment and success in a chosen concrete next step toward a fulfilled life. We operate 10 schools serving over 3,300 students in the Bay Area and Washington state. 100% of Summit graduates are college ready and Summit graduates complete college at double the national average. We need exceptional, diverse, and mission-aligned teachers to join our team to help prepare our students for a fulfilled life. Join us! What You’ll Do: Strategic Vision * Create a school-based vision that aligns with Summit Public Schools’ mission, which includes clearly articulated goals and measures of success. Lead all internal and external stakeholders to implement this vision effectively. Refine and adjust the vision as necessary throughout the academic year. * Meet regularly with students, parents, and faculty to communicate and inspire them around mission and vision. * Ensure that academic programs accelerate outcomes for all students - this includes supporting strong instructional leadership, facilitating leadership team meetings with faculty and staff, and providing professional development and coaching. Data Management & Student Academics * Implement a school design and program that regularly collects and analyzes data to best improve student outcomes. * This includes implementing a training system and fostering a culture where faculty regularly utilize classroom data to improve their teaching practices and support student success. * Ensure all data is accurate in the student information system. * This includes maintaining student records in accordance with all federal, state, and local guidelines. * Design, implement and manage a testing plan that includes both external (eg. SATs) and internal tests (eg. CAASPP) to meet all test ordering deadlines and guidelines. * This includes following all testing protocols, training all proctors appropriately, collaborating with Special Education teachers to provide any testing accommodations, and fostering a culture that respects the importance of standardized tests. * Ensure that all courses offered are approved through the UC system * Design, implement and manage a UC course approval plan * Stay up to date with changes made to the UC course approval process * Oversee the execution of the plan by the assistant director Recruitment and Retention * Ensure that the school is fully enrolled. Develop and execute a vision for student recruitment and enrollment through collaboration with other site-based school leadership, the external engagement team, and other relevant stakeholders. * Collaborate with the talent team, other school leaders, and Heads of Schools to interview, assess, and select the best faculty and staff. * This includes utilization of culturally responsive rubrics and tools to conduct final round interviews with candidates to assess pedagogical effectiveness, academic performance, and alignment with Summit Public Schools’ mission. * Coach and support faculty and staff to ensure professional progression and growth. * This includes meeting with each teacher to develop goals and monitor progress; and observing, evaluating, and providing timely feedback during teacher observations. * Support people in finding additional opportunities for development by advocating for them internally and for identifying external opportunities that support their growth and retention at Summit Public Schools. * Ensure a strong faculty culture that embraces the vision and meets the mission of the school * Lead the new-hires through a school-specific on-boarding program that ensures they completely understand the mission and vision of the school and the organization School Culture * Lead all faculty, staff, students, and parents to support a strong school culture that embraces the mission and vision of the school; provides an engaging and supportive environment; and develops effective strategies to inspire students to implement student culture goals. * Ensure a positive student experience with extracurricular activities, including opportunities for athletic teams, student clubs and groups, and other related school events. * Develop and implement effective restorative practices and discipline strategy for students. Relationship Management * Cultivate strong relationships with internal and external stakeholders - this includes all school governing bodies (SPS board, state authorizer, district authorizer, local school district authorizer, and community advisory board); community partnerships; and student families. * Ensure requirements with school governing bodies are met according to charter petition. * Attend SPS Board meetings at least twice a year. * Develop and maintain a strong relationship with community partners. School Operations * Ensure that the school is accredited through WASC. * This includes designing, implementing, and managing a WASC plan; and create and review school-wide ESLRS; and positioning WASC as an opportunity to use data to evaluate school effectiveness. * Create and maintain a balanced budget in conjunction with the Chief Financial Officer, both for the existing year and for future years. Meet with the CFO regularly to forecast, monitor, and manage school budget that will maintain financial viability. * Participate in audits of financial procedures to meet best financial practices. * Ensure that faculty and staff understand rationale and importance of working on the state allocation budget, and that all team members are abiding by financial requirements set by the SPS finance and accounting department. Authorize all spending by signing expense reports and reviewing approving bills and all contracts. * Create appropriate annual fundraising goals and strategies; meet with the development team to regularly assess progress and design initiatives to meet measures of success. * Support on-site operations and administrative staff to ensure that school facility is operational at all times. * Design, implement, and manage a student attendance plan. * Collaborate with office manager to design a welcoming and supportive front-desk. * Collaborate with staff members responsible for the school’s lunch program and ensure that every student eligible for free and reduced lunch is identified and submits the required paperwork. * Ensure that all federal, state and local compliance requirements are met (PCSGP, CPR training, SB 740, PENSEC, CALPADS, CBEDs, etc.). What You Need: Key Qualities and Skills * Commitment to uphold Summit’s values, belief that all children deserve a rigorous and equitable education that prepares them for college and for life. * Bachelor’s Degree is required. * A Master’s Degree in Education, Educational Leadership, or similar program is required. * Prior experience in school leadership is required. * A Teaching Credential in California or another US state is required, as is prior teaching experience. * An Administrative Credential in California or another US State is required. * Proficiency in Google Platforms, including Google Drive, Google Sheets, Google Docs, and Google Slides. * Clear health and background check. Who You Are: About You * You maintain high expectations for all students and believe all students can find success in school, college, and life. * You thrive while collaborating and are excited to work with your colleagues. You find positivity in shared successes. * You share our vision to reimagine what schools should be and are excited to make an impact on the public education landscape. * You are empathetic and culturally competent. You’re proactively facilitate courageous conversations to advance anti-bias anti-racist practices and dismantle racism in our organization. * You are data driven and have the ability to collect, evaluate, and utilize data in meaningful ways. * You have expertise in planning learning experiences that model skills-based, personalized instruction. * You are positive and resilient in the face of big challenges. * You take initiative and ownership in driving your work to meet personal and team goals. * You possess strong people management and relationship skills, with the ability to motivate, inspire, develop, and communicate with a diverse group of teachers, leaders, staff members, and community members. * You have an ability to apply honest, actionable, and timely feedback that results in improved performance. * You have a strategic mindset when it comes to executing professional development initiatives. * You thrive in innovative environments, and are comfortable with the ambiguity that can come with a dynamic and progressive workplace. * You’re committed to continuous improvement, see feedback as a positive, and have a growth mindset. What you get: In addition to joining a highly motivated team and engaging in meaningful work, you’ll have access to a comprehensive suite of benefits including a retirement plan, unlimited “take what you need” PTO policy, 11 paid holidays, and 3 weeks of organization-wide closures during the year. You and your dependents will have access to multiple health, dental, and vision plans at 25% cost (we cover the other 75%) and employee life and disability insurance at no cost. Our compensation policy strives to be equitable and transparent. The salary for this position starts at $131,337 and goes up to $165,120 commensurate with experience and qualifications. Summit is an equal opportunity employer. We believe that diversity, equity, and inclusion are directly intertwined with education. We are ALL better when we are able to bring our whole selves to work and honor each other’s voices across identities, cultural backgrounds, and life experiences. We welcome and encourage applications from individuals who are members of historically marginalized communities. Spanish language proficiency is a plus.

Job Description Voted one of the best companies to work for by Modern Healthcare Magazine: Lake Merritt Healthcare Center is an award winning family company providing healthcare services including skilled nursing, assisted living and senior living communities. We believe that seniors are extraordinary people. Their lives are filled with achievements, contributions and wisdom. They have raised families, served their communities and country, lived history and ultimately set the stage for us. We are honored to provide their care, as they make the transition to the golden years, and when it becomes more challenging to care for one’s self. From a short-term rehabilitation stay to long term nursing care, each of our clinical programs are designed to reduce hospitalizations so our patients can focus on achieving their individual care plan goals whether it’s returning home or staying with us for their long term care needs Our commitment to superior quality of life is evident when you visit our family of centers. At our care center you will meet compassionate and professional team members who understand that finding the right skilled nursing setting and long-term care option could be difficult and confusing and are wanting to make a difference by providing the utmost care to genuinely help our patients and the community around them. If this sounds like a great fit for you, we would love to have you join our wonderful team! Compensation & Benefits: • As a growing and essential company, we have many opportunities for growth and development within the medical industry and are committed to providing the resources and training you need., • Pay is market competitive and negotiable based on your experience., • Full-time employees will be eligible for a variety of comprehensive medical, dental, and vision insurance plans., • Full-time employees will be eligible for Tuition Assistance. We are looking for Full Time Physical Therapy Assistant flexible on shifts. Responsibilities: Demonstrates commitment to company’s mission, values and standards of ethical behavior. Models a positive and professional image that emulates the organization's mission and encourages a spirit of cooperation with co-workers. Provides assistance to co-workers and promotes teamwork by sharing information useful to achieving desired results. Ensures residents are treated fairly, with kindness, dignity, and respect, and their rights are protected at all times. Implements and executes on established patient treatment plan under the supervision of a therapist. Effectively communicates with Therapists concerning patients response to treatment plan. Provides constructive feedback to rehab techs/aides. Develops and enhances clinical and professional skills through knowledge and professional associations. Communicates with patients, families and other clinical staff of treatment variations. Provides timely written documentation as required per facility and department requirements to meet licensing, certification, regulatory, reimbursement requirements and physician treatment plan. Reports any changes in patient status or needs to supervising therapist on a timely basis. Observes, monitors, and reports patient progress, functional abilities, and tolerance to therapy interventions to the supervising therapist in order to support appropriate modification of the treatment plan. Assists in implementing therapeutic interventions and exercise programs designed to improve mobility, strength, balance, endurance, coordination, and functional independence. Ensures therapy interventions are performed safely and in accordance with the established plan of care, regulatory standards, and facility policies. Maintains awareness of patient precautions, contraindications, and safety considerations prior to initiating treatment activities. Assists with patient transfers, gait training, mobility training, and therapeutic activities in accordance with the treatment plan. Reinforces patient and family education as directed by the supervising therapist regarding exercises, safety techniques, and functional mobility. Ensures therapy equipment and treatment areas are maintained in a clean, organized, and safe condition. Assists in the preparation and maintenance of therapy equipment and treatment supplies necessary to support therapy services. Maintains compliance with infection control practices, universal precautions, and safety protocols during all patient interactions. Participates in interdisciplinary care planning meetings as requested to support coordinated patient care. Collaborates with nursing staff and other departments to support continuity of care and safe patient mobility throughout the facility. Assists with monitoring therapy schedules and patient attendance to ensure therapy services are delivered as ordered and documented. Ensures accurate and timely completion of therapy treatment notes and other documentation required to support regulatory and reimbursement requirements. Assists supervising therapist in gathering clinical information necessary for therapy progress reports, recertifications, and discharge planning. Supports department performance improvement initiatives by participating in quality assurance and quality improvement activities. Maintains productivity standards and therapy service delivery expectations established by the department and facility. Participates in department meetings, training programs, and in-service education as required. Maintains awareness of current professional standards, regulatory requirements, and best practices related to physical therapy services in the long-term care setting. Report occupational exposures to blood, body fluids, infectious materials, and hazardous chemicals in accordance with the facility's policies and procedures governing accidents and incidents. Direct the preparation, scheduling and selection of instructional material, equipment and training aids, to ensure that a modern, meaningful in-service program is provided. Prepares and submits patient charges accurately to provide appropriate billing information. Provides patient screens upon admission by identifying appropriate interventions for treatment. Uses professional judgement to ensure safety of self, patients and others at all times. Achieves quality patient care through interdisciplinary co-op, teamwork and effective communication. Others duties or projects as deemed necessary and appropriate. Qualifications: Minimum of 1 year experience in Skilled nursing facility. Bachelors Degree in Kinesiology, Exercise Science, Health Science, Biology, or Psychology preferred. Licensure as a Physical Therapist Assistant (PTA) and a current/active state PTA license. Current and active Basic Life Support (BLS) Certification and CPR/1st Aid (to be maintained as active and in good standing). Must possess a working knowledge of rehabilitation therapy techniques, patient mobility and transfer methods, therapeutic exercise programs, and documentation standards in a skilled nursing environment. Experience in geriatric rehabilitation or skilled nursing facility settings preferred, but not necessary. Knowledge of healthcare regulations, Medicare and insurance reimbursement processes, and clinical program development. Demonstrated expertise in rehabilitation treatment protocols, patient safety practices, and staff training programs. Demonstrated expertise in fall prevention, mobility training, restorative nursing collaboration, and rehabilitation treatment protocols. Must have experience in supervision and principles, practice of teaching, etc. Ability to represent Company in an ethical and professional manner, and to maintain accountability. Ability to interact tactfully, effectively, and professionally with other employees, residents, family members, visitors, government agencies/personnel and the general public, as needed. Ability to understand and follow applicable regulations, policies and procedures fully and consistently. Willingness and ability to function as an effective team member through good communication and cooperation to meet departmental goals. Must demonstrate flexibility and ability to adapt to change. Ability to organize, prioritize and meet deadlines. Ability to maintain confidentiality and be discreet. Must be able to multi-task and handle pressure. Must be able to follow instructions and to accept feedback. Must successfully pass background check, health exams, and any other pre-employment requirements. Must be able to operate departmental equipment, as appropriate. Willing to work beyond normal working hours, weekends, holidays, and/or on other shifts and in other positions, when necessary. Must be knowledgeable of nursing/medical practices and procedures, and/or terminology, laws, regulations, and the guidelines that pertain to long-term care. Must be able to read, write and speak the English language sufficiently and comprehensibly enough to perform the essential functions of the job. Must have strong detail orientation and high accuracy level. Legible handwriting. Strong communication skills, both one-on-one and in a group, and ability to listen and respond to questions effectively. Ability to inspire trust and respect, and mobilize others. Ability to communicate in Spanish helpful. Ability to lead and motivate staff to achieve desired results. Supervisory skills including ability to delegate, resolve conflict and respect diversity; ability to train and mentor adults. Ability to exercise discretion and independent judgment, and reach logical, practical decisions. Sufficient computer skills including proficiency in Microsoft Office, Outlook, and /or Internet to perform required duties. Creative problem solving abilities. Sound knowledge of basic mathematical concepts and tools. Submit your application and join our award-winning team! We are an equal opportunity employer and we are committed to Equal Employment Opportunity regardless of race, color, national origin, gender, sexual orientation, age, religion, veteran status, disability, history of disability or perceived disability, and per the Fair Chance Ordinance will consider qualified applications with criminal histories in a manner consistent with the ordinance. INDLP

Job DescriptionORGANIZATIONAL OVERVIEW East Bay Agency for Children’s (EBAC) mission is to improve the well-being of children, youth, and families by reducing the impact of trauma and social inequities. EBAC strives to reduce barriers that contribute to disparities in wellness for socio-economically disadvantaged and racially marginalized families and to create communities where all children and families have support systems to reach their full potential. EBAC was established in 1952 when a group of parents of children with special needs wanted to give their children the same educational and recreational opportunities that contribute to the physical well-being and social growth of all children. From this was born the first day-treatment program west of the Mississippi and was the foundation of growth in meeting the needs of children and families living in Alameda County. Today, EBAC’s programs serve over 4,500 children, youth and families throughout Alameda County each year with the goal of giving each child and family the specific resources, skills, and support they need to help them thrive. For more information about our organization, please visit . POSITION OVERVIEW Under the supervision of the Assistant Afterschool Coordinator, the Afterschool Intervention Specialist will provide specialized support to students in grades TK – 5, determined by program need. The Intervention Specialist may support individuals and groups in the following areas: academic intervention, behavioral supports, or other special needs. This position is .75 (30hrs/week) Position Reports To: Assistant Afterschool Coordinator QUALIFICATIONS and COMPETENCY FACTORS • Completion of 48 college semester units or successful completion of the Instructional Aid (IA) exam required. (We can assist you in getting set up for the IA exam if needed.), • Previous experience working with parents/caregivers and school day staff highly desirable., • Experience working with preschool and/or elementary age students, specifically those from diverse, multi-lingual populations., • Two years’ experience providing individual or group interventions to elementary aged students with special needs, behavioral or academic needs preferred., • Strong student/group management and conflict resolution skills - restorative practices a plus., • Excellent oral, computer & written communication skills., • Demonstrated capacity to work as a team player; excellent time management and interpersonal skills; flexible; ability to listen and respond effectively; and ability to work in a fast-paced school environment., • Spanish speaking preferred but not required.RESPONSIBILITIES, • Plan and prepare academic or social emotional lesson plans for individuals or small groups based on their academic/social/emotional needs., • Lead activities that support the needs of the students., • Work with caregivers and school day staff to ensure student’s needs are being met in afterschool., • Participate in staff meetings, COST meetings and parent meetings., • Support student integration with other students and/or programming., • Participate in specific trainings based on the population being served., • Assess student needs, document services and evaluate progress., • Communicate to parents/school day staff about student’s needs and progress., • Provide consultation and training to afterschool instructors about intervention strategies., • Develop supportive relationships with caregivers., • Create classroom curriculum for the general student population., • Ability to use a variety of strategies and resources to engage students and their diverse needs (including trauma informed and social and emotional practices).WORKING CONDITIONS and JOB SETTING, • Work hours vary depending on position and program site., • In-person program hours are approximately M, T, TH, F 2:45-6:00 p.m. and W 1:00- 6:00 p.m., • Virtual programming hours dependent on school site., • Afterschool Intervention Specialists are allotted 60 minutes of prep time per day, • Positions are from August through 2nd week in June., • Work is mostly in a school setting. EBAC offers a uniquely generous PAID time off package including up to 15 paid Holidays a year, generous vacation accruals for eligible employees; and an outstandingly comprehensive benefits package that includes: • Medical, Dental and Vision insurance., • Multiple options of Mental Health Care supports and services., • Chiropractic and Acupuncture benefits included in Medical plans., • Employer paid Basic Term Life/AD&D insurance; employee paid voluntary life insurance and AD&D (for employee, spouse and children if choose to elect)., • Accident, Critical illness and Hospital Indemnity coverage ( for employee, spouse and children if choose to elect )., • Tax deferred FSA (flexible spending account) for Health Care and/or Child Care; commuter benefits for Transit and/or Parking expenses., • 403b retirement program with an up to 4% Employer dollar to dollar Match after 1 year of employment., • Prepaid Legal Consultation and Identity Theft Protection insurance., • Pet Insurance to care for the four-legged family member(s)., • ScholarShare 529 Savings Plan for higher education expenses for the beneficiary includes employee, child or another family member, etc.

Job Description Voted one of the best companies to work for by Modern Healthcare Magazine: Lake Merritt Healthcare Center is an award winning family company providing healthcare services including skilled nursing, assisted living and senior living communities. We believe that seniors are extraordinary people. Their lives are filled with achievements, contributions and wisdom. They have raised families, served their communities and country, lived history and ultimately set the stage for us. We are honored to provide their care, as they make the transition to the golden years, and when it becomes more challenging to care for one’s self. From a short-term rehabilitation stay to long term nursing care, each of our clinical programs are designed to reduce hospitalizations so our patients can focus on achieving their individual care plan goals whether it’s returning home or staying with us for their long term care needs. Our commitment to superior quality of life is evident when you visit our family of centers. At our care center you will meet compassionate and professional team members who understand that finding the right skilled nursing setting and long-term care option could be difficult and confusing and are wanting to make a difference by providing the utmost care to genuinely help our patients and the community around them. If this sounds like a great fit for you, we would love to have you join our wonderful team! Compensation & Benefits: • As a growing and essential company, we have many opportunities for growth and development within the medical industry and are committed to providing the resources and training you need., • Pay is market competitive and negotiable based on your experience., • Full-time employees will be eligible for a variety of comprehensive medical, dental, and vision insurance plans., • Full-time employees will be eligible for Tuition Assistance. We are looking for a Full-Time Certified Occupational Therapy Assistant flexible day shift. Responsibilities: Demonstrates commitment to the company’s mission, values, and standards of ethical behavior. Models a positive and professional image that emulates the organization's mission and encourages a spirit of cooperation with co-workers. Aids co-workers and promotes teamwork by sharing information that helps achieve desired results. Ensures residents are treated fairly, with kindness, dignity, and respect, and their rights are protected at all times. Comply with all company and departmental policies and procedures. Implements and executes on established patient treatment plan under the supervision of a therapist. ·Provides timely written documentation per facility and department requirements to meet licensing, certification, regulatory, reimbursement requirements, and physician treatment plan. Develops and enhances clinical and professional skills through knowledge and professional associations. Communicates with patients, families, and other clinical staff about treatment variations. Observes, monitors, and reports patient progress, functional abilities, and tolerance to occupational therapy interventions to the supervising therapist to support appropriate modification of the treatment plan. Assists in implementing therapeutic activities designed to improve activities of daily living (ADLs), instrumental activities of daily living (IADLs), cognitive function, coordination, strength, and independence. Reinforces patient and family education as directed by the supervising occupational therapist regarding adaptive techniques, safety strategies, and use of assistive devices. Assists patients with training in self-care activities including dressing, grooming, toileting, bathing, feeding, and functional mobility in accordance with the established treatment plan. Ensures therapy interventions are delivered safely and in accordance with physician orders, occupational therapy plans of care, and regulatory standards. Maintains awareness of patient precautions, contraindications, and safety considerations prior to initiating therapy interventions. Assists in training patients in the use of adaptive equipment, orthotics, splints, or assistive devices as directed by the supervising occupational therapist. Assists with fabrication, adjustment, and monitoring of splints or adaptive equipment as directed by the supervising therapist. Reinforces therapeutic exercise programs, fine motor activities, coordination training, and cognitive stimulation interventions as outlined in the treatment plan. Ensures therapy treatment areas and equipment are maintained in a clean, organized, and safe condition. Assists in preparing and maintaining therapy equipment and treatment supplies necessary to support therapy services. Maintains compliance with infection control procedures, universal precautions, and safety protocols during all patient interactions. Collaborates with nursing staff and other departments to support continuity of care and promote patient independence and safety. Participates in interdisciplinary care planning meetings as requested to support coordinated patient care. Assists supervising therapist in gathering clinical information necessary for therapy progress reports, recertifications, and discharge planning. Monitors therapy schedules and patient attendance to ensure therapy services are delivered as ordered. Maintains productivity and service delivery standards established by the rehabilitation department and facility. Supports department quality improvement initiatives by participating in audits, performance improvement activities, and clinical program development. Provides guidance and direction to rehabilitation aides or technicians to ensure therapy support activities are conducted safely and efficiently. Maintains awareness of current occupational therapy practices, regulatory requirements, and professional standards applicable to long-term care settings. Supports and participates in department operations and development. Reports any changes in patient status or needs to the supervising therapist on a timely basis. Report occupational exposures to blood, body fluids, infectious materials, and hazardous chemicals in accordance with the facility's policies and procedures governing accidents and incidents. Direct the preparation, scheduling, and selection of instructional material, equipment, and training aids, to ensure that a modern, meaningful in-service program is provided. Prepares and submits patient charges accurately to provide appropriate billing information. Provides patient screens upon admission by identifying appropriate interventions for treatment. Uses professional judgement to ensure safety of self, patients and others always. Achieves quality patient care through interdisciplinary co-op, teamwork, and effective communication. Attends required meetings as designated by the Clinical Coordinator. Effectively communicate with appropriate staff concerning patients’ response to treatment plan. Provides constructive feedback to rehab techs. Attends in-services, training sessions, or other educational presentations. Coordinates treatment goals with other team members. Maintains valid licensure, certification, or equivalent as requested by the appropriate state agency. Maintains awareness of patient and community needs, conditions, and programs. Report occupational exposures to blood, body fluids, infectious materials, and hazardous chemicals in accordance with the facility's policies and procedures governing accidents and incidents. Direct the preparation, scheduling and selection of instructional material, equipment and training aids, to ensure that a modern, meaningful in-service program is provided. Others duties or projects as deemed necessary and appropriate. Qualifications: Minimum of 1 year of experience in a skilled nursing facility as a Certified Occupational Therapy Assistant. Graduate of an approved Occupational Therapy Assistant (OTA) curriculum. Licensure as an Occupational Therapy Assistant (OTA) from the California Board of Occupational Therapy and a current/active Occupational Therapy Assistant (OTA) license. Current and active CPR/1st Aid (to be maintained as active and in good standing). Must possess a working knowledge of Medicare and other payor sources. Bachelor’s degree in biology, psychology, sociology, kinesiology, or health science preferred, but not necessary. Knowledge of healthcare regulations, accreditation, and compliance processes, and clinical program development. Demonstrated expertise in occupational therapy treatment planning, patient care protocols, and staff training programs. Must have experience in supervision and principles, practice of teaching, etc. Ability to represent the Company in an ethical and professional manner, and to maintain accountability. Ability to interact tactfully, effectively, and professionally with other employees, residents, family members, visitors, government agencies/personnel, and the general public, as needed. Ability to understand and follow applicable regulations, policies, and procedures fully and consistently. Willingness and ability to function as an effective team member through good communication and cooperation to meet departmental goals. Must demonstrate flexibility and ability to adapt to change. Ability to organize, prioritize, and meet deadlines. Ability to maintain confidentiality and be discreet. Must be able to multitask and handle pressure. Must be able to follow instructions and to accept feedback. Must successfully pass background check, health exams, and any other pre-employment requirements. Must be able to operate departmental equipment, as appropriate. Willing to work beyond normal working hours, weekends, holidays, and/or on other shifts and in other positions, when necessary. Must be knowledgeable of nursing/medical practices and procedures, and/or terminology, laws, regulations, and the guidelines that pertain to long-term care. Must be able to read, write, and speak the English language sufficiently and comprehensibly enough to perform the essential functions of the job. Must have strong detail orientation and a high accuracy level. Legible handwriting. Strong communication skills, both one-on-one and in a group, and the ability to listen and respond to questions effectively. Ability to inspire trust and respect and mobilize others. Ability to communicate in Spanish is helpful. Ability to lead and motivate staff to achieve desired results. Supervisory skills, including the ability to delegate, resolve conflict, and respect diversity; the ability to train and mentor adults. Ability to exercise discretion and independent judgment, and reach logical, practical decisions. Sufficient computer skills, including proficiency in Microsoft Office, Outlook, and /or Internet, to perform required duties. Creative problem-solving abilities. Sound knowledge of basic mathematical concepts and tools. Submit your application and join our award-winning team! We are an equal opportunity employer and we are committed to Equal Employment Opportunity regardless of race, color, national origin, gender, sexual orientation, age, religion, veteran status, disability, history of disability or perceived disability, and per the Fair Chance Ordinance will consider qualified applications with criminal histories in a manner consistent with the ordinance. INDLP

Job DescriptionThe OrganizationLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the Expeditionary Learning Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving over 1,600 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . The OpportunityTK Instructional Aide/Paraprofessional (26-27SY)Competencies and Qualifications Lighthouse Community Public Schools is looking for TK Instructional Aide/Paraprofessional to support our growing transitional kindergarten program. This would include supporting individual TK students, instructing small and whole groups of TK students, and/or providing instruction alongside the lead teacher in a TK or TK/K combo classroom. At Lighthouse, we strive to hire and retain staff who are relentlessly committed to ensuring that traditionally underserved students of color develop agency and are able to strive for the post-secondary educational experience and career of their choice. Lighthouse staff believe that this important mission is not only attainable; it is essential to transforming our Oakland community. If you are inspired by our mission and vision and want to be a changemaker in students' lives here in Oakland, then please apply and join us! You will embody the following Core Competencies: * Believes that every student can meet high expectations and demonstrates a commitment to equitable outcomes, particularly for our most vulnerable students. * Holds a growth mindset for self, colleagues, and students. * Builds meaningful relationships and communications effectively with students, families, colleagues, and community. * Has knowledge of child development and different learning modalities. * Proactively advocates and takes responsibility for what they need to provide high quality supports to the students they serve. Your responsibilities will include: * Under the guidance and supervision of the Lead TK teacher, deliver individualized, small group and whole group instruction to TK students throughout the TK day in a variety of subject areas as well as leading play-based learning and other core structures necessary for TK student development and using developmentally appropriate TK curriculum and instructional strategies. * Collaborate weekly with other TK teachers, instructional aides, teachers in training, and/or special education teachers to customize supports that encourage students’ engagement and inclusion in the general education classroom * Implement behavior intervention strategies and plans, as needed. * Collaboratively plan and lead activities that build meaningful community connections. * Support with other key tasks across the school day, including proctoring assessments, communicating with families, and supporting teachers and student engagement as assigned. * Attend and actively participate in professional development activities, team and staff meetings to improve the effectiveness of student support and engagement. * Actively collaborate with other staff and the larger Lighthouse community. * Maintain a high standard of professional behavior and follow all school staff policies, including Mandated Reporter, staff/student interaction policies and other requirements at all times. * Other duties as assigned by the supervisor. MINIMUM QUALIFICATIONS: * Associate's degree or completion of the equivalent of 2 years of college coursework. * B.A. or B.S., preferred * 2+ years of related experienceand/or experience working in schools, early childhood education, or with youth highly preferred. * Bilingual in Spanish, a plus Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Teachers may need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in student safety situations involving student safety. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS. TIME COMMITMENT This position is a full-time, salaried, non-exempt, 10-month (190 day) position following the LCPS school calendar (including approximately 5 weeks of time off aligned to school holidays and breaks during the school year). All new staff will report in July 27, 2026. • Common Building Hours: 8:00am-4:30pm. These may be subject to change for the 2026-27SY: Occasional evening events during the year including start of year Ice cream Social, Back to School Night, Expo, and other events identified by the school calendar in advance. SUPERVISION This position reports to the Assistant Principal. OUR COMPENSATION PACKAGE At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA) and ample time off connected to the school year calendar. Opportunities for additional compensation for staff interested in working in our summer school program. TO APPLY People of color and/or bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume * Cover letter describing why you are an optimal fit for this position * 3 references with Name, Email, Phone Number and Title/nature of working relationship Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Charter Public Schools is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job Description Our School The International School of San Francisco is a bilingual, multicultural learning community where students learn to navigate the complexities of the world with confidence, empathy, and joy. Our vibrant urban campus is situated in the heart of the city and serves nearly 1,100 students beginning at age 2 and continuing through grade 12. Mission Guided by the principles of academic rigor and diversity, The International School of San Francisco offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance. Opportunity Working at The International School of San Francisco opens up a myriad of opportunities both personal and professional. When minds and cultures from around the world come together, boundless curiosity takes hold; faculty and staff benefit from that deep intellectual engagement and joyful discovery as we live out our values of respect, integrity, inclusion, collaboration, and curiosity. Each employee is both teacher and learner in our vibrant, multicultural, multilingual school community. Position: The Student Learning Coordinator embodies the concept of student-centered learning, supporting and articulating students’ needs and experiences in our vibrant bilingual environment to help every student reach their potential. Reporting to the Principal and working collaboratively across PK2-grade 5, the Coordinator tracks and works directly with students, particularly those with specific learning needs as well as gifted students. The Coordinator oversees student support structures and key processes such as standardized testing to ensure that students’ individual needs are met. In the Maternelle, the Coordinator is a key partner in identifying and providing early intervention for students of concern, and in the Lower School, the Coordinator provides programming to enhance our rigorous bilingual program, developing the strengths of all students. The Coordinator works closely with the Director of Student Support and the learning specialists to ensure documentation and implementation of learning plans and student progress. Focus and Responsibilities: • Develop and deliver enrichment programming for gifted and talented students in the Lower School, • Organize and oversee student support structures such as study hall, co-teaching, and academic support staff, • Maintain a strong presence on both the Maternelle and Lower School campuses, • Collaborate with the section team and leadership, especially in the Maternelle, in identifying students with specific learning needs and initiating appropriate follow-up, • Collaborate with the Maternelle counselor and other colleagues as appropriate in providing Tier I and II interventions for PK students, • Plan and oversee the administration of standardized testing in the Lower School, • Collaborate with leadership and faculty in the analysis of student progress data, particularly standardized test data and neurodiversity screening tools, bringing an understanding of each individual student to ensure responsiveness to identified needs, • Maintain strong communication with classroom faculty, other colleagues, and families to track the progress of students of concern and those receiving targeted interventions or enrichment, to ensure thorough follow-through, • Collaborate with the Instructional Coordinator to drive pedagogical improvements rooted in students’ experiences and outcomes, • Support the Director of Student Support with documentation and other organizational tasks for students with learning differences, • Facilitate and enhance student organizations such as student council, Green Team, and other opportunities for students to develop leadership skills and exercise their voices, • Collaborate with the Principal and Assistant Principals to deliver parent education on key topics such child development, neurodiversity, and other areas, • Perform supervisory and operational duties as assigned by the Principal and Assistant Principals, including morning care, recess supervision, dismissal, study hall, and substitute coverage Key qualities: • Ability to work independently and as part of a team in a diverse, fast-paced, multilingual educational environment, • A deep knowledge of child development, particularly in the early childhood years, • Facility with working with students in a range of learning environments, both in formal classrooms and beyond, • Strong knowledge of learning and behavioral interventions, particularly for preschool children, • Contagious enthusiasm for continuous learning, • Excellent organizational skills to support effective tracking of the needs of each child, • An ability to communicate effectively in multiple formats with a wide range of stakeholders, • A laser focus on each student’s growth and development, • Bachelor’s degree or equivalent is required; advanced degree preferred, • Must be eligible to work in the U.S., • Strong experience in Early Childhood and lower school education, • Bilingualism in French strongly preferred This is a full-time, year-round salaried position reporting to the Principal. Salary range is $90,000 - $110,000 depending on experience. HOW TO APPLY **please note that during the application process you are required to send a request to 2 professional references. If you do not wish to provide your references at this moment, please enter email addresses of contacts you are comfortable with listing. ABOUT OUR SCHOOL The International School of San Francisco is a PK-12 independent school. Founded in 1962, our school is a multicultural, multilingual educational institution with over 1,100 students across an urban campus in the heart of the city. Guided by the principles of academic rigor and diversity, the French American International School offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance. Our international community brings together people from many backgrounds. Together we strive to create a shared culture that develops compassionate, confident and principled people who will make the world better. We base our community on these values: Respect, Integrity, Inclusion, Collaboration, Curiosity. Powered by JazzHR AMgVgjHeFU

Job DescriptionABOUT THE JCC EAST BAY The JCC East Bay values hachnasat orchim (providing a welcoming home) for people of all ages and life stages. Inspired by Jewish values, culture, and tradition, we build relationships, foster learning, and offer accessible pathways to Jewish life through programs for children, teens, families, adults, and older adults. After decades of operating our suite of programs in North Berkeley, we will be opening a new home for East Bay Jewish life in the summer of 2026 in Oakland. Our new campus will offer programs and activities to spark creativity, nurture identity, and weave together diverse generations, cultures, and organizations—including voices from across global Jewry—into a living tapestry of culture, learning, and kehilla (community) connections. Our future flagship campus in the Rockridge neighborhood will house our administrative offices and our award-winning preschool opening in the fall of 2026, and we will retain afterschool programs in Berkeley and in several Oakland public schools. POSITION SUMMARY The Afterschool Lead TK/Kindergarten Teacher will report directly to the Afterschool Leadership Team and will be instrumental in the success of the JCC East Bay’s Afterschool Program. This person in this role must be able to create a positive educational climate where students can learn and grow. They will be responsible for preparing and implementing several weekly developmentally appropriate classes based on their personal passions and skills. They will work throughout the school year, from August until May, up to 27 hours per week. We are looking for Lead and Assistant TK/K Teachers at our Berkeley program. Classroom Planning • Develop lesson plans and activities for grade groups that incorporate organizational philosophy and overall program vision., • Supervise children, including planning, preparation and implementation of developmental programming for children in TK and Kindergarten., • Plan and implement weekly elective classes., • Create instructional resources and curriculum that reflect the diverse educational, cultural, and linguistic backgrounds of the students served., • Establish and communicate clear objectives for all learning activities., • Provide varied opportunities using multiple learning styles for children’s active participation, independent choices, experimentation, and problem solving within the context of a structured setting and program., • Ability to support other staff’s lesson planning; act as point person for collaboration around lesson planning., • Ability to lead and supervise children in a variety of activities, both structured and unstructured., • Establish and maintain a well-organized, safe, and healthy environment for children., • Check materials, equipment, and supplies to see that amounts are adequate and that everything is in good working condition; take preventative measures against hazards to physical safety., • Observe and assess the cognitive, perceptual, spoken, non-verbal language, and social, emotional, physical, and personal developmental needs of each child. Share observations with leadership team on areas of interest, strengths, and challenges., • Mindful and aware of children’s needs to promote growth and foster curiosity., • Manage student behavior in the classroom utilizing methods consistent with JCC standards and invoking approved disciplinary action when necessary., • Collaborate with leadership and inclusion staff to implement behavior plans., • Serve as role model and help guide/facilitate collaboration between staff., • Support other afterschool staff in their learning and development., • Read and stay abreast of current topics in education., • Act as a positive and appropriate role model for children and fellow staff., • Contribute to overall program development; support the goals of the JCC East Bay., • Maintain organization and cleanliness during programming; assist in keeping all afterschool spaces organized and operational., • Communicate with Afterschool administrative team when supplies are needed., • Participate in weekly staff meetings., • Assist with daily walking pickups., • Assist in serving and cleaning up snacks., • Assist in toileting accidents., • Ability to document programs (photos, written form) for weekly newsletters and bulletin boards., • Consistent attendance as an afterschool staff is required as this role is a critical component in the success of the afterschool program., • Never be on cell phones while on the job (unless for work related communication or there is an emergency)., • Commitment to the mission of the JCC East Bay and knowledge of or commitment to learning about the Jewish community, values, and traditions., • Commitment to Diversity, Equity, Inclusion, and Belonging work., • 2+ years of childcare or equivalent experience in early childhood educational environments., • Must have some units or equivalent recreation, education, physical education, human services, or social welfare classes. Please submit a college transcript with your application to verify acceptable coursework., • Must have experience planning and facilitating developmentally appropriate activities for TK/Kindergarten., • Excellent communication and organizational skills., • Ability to organize tasks, and develop and implement plans to efficiently meet organizational goals., • Strong classroom management and behavior management skills., • Ability to lead a classroom of children., • Ability to work in a team., • Ability to push/pull and lift/carry objects weighing 50 pounds., • Ability to walk and stand for extended periods of time., • Ability to sit on floors and chairs, and to get up and down quickly., • Ability to bend from knees and waist to help a child., • Ability to maneuver in confined lavatories to aid children with toilet needs., • Ability to respond without delay to needs of young children., • Regular and consistent attendance and ability to work a full shift; must be available Monday through Friday from 1pm-6pm and Wednesdays 12:30pm-6pm.The salary range for this position starts at $25.00/hour - $26.50/hour. Excellent benefits including medical, dental, vision, vacation, sick pay, and holidays (including Jewish). This position is represented by the Union. Powered by JazzHR w5WKutnofj

Job Description:\n\nSalary: $112,500 - $150,000 Job Title: School Principal Work Year: 12 months Employment Type: Exempt, Full-Time Salary Range: $112,500 - $150,000 Supervisor: Executive Director _______________________________________ OUR MISSION Invictus Academy of Richmond prepares 100% of students in grades 7-12 to thrive in the colleges of their choice, solve relevant problems, and communicate with confidence. _______________________________________ OUR SCHOOL Invictus Academy is a high performing independent public charter school located in El Cerrito, and we are seeking a School Principal who wants to join our team and create an exceptional school. Invictus creates joyful, rigorous classroom cultures where students understand the importance of the content they are learning, and how it connects to their everyday lives and ambitions. We work to ensure that in every lesson, the heavy lifting is done by our students. We build trusting, authentic relationships with students, families, and colleagues. With these relationships as our foundation, we work closely with each other to support students in meeting the highest academic and behavior expectations. At Invictus, we are eager to learn about and implement restorative approaches to support students to be their best selves. Invictus Academy of Richmond embodies humility and constantly strives to strengthen our knowledge, skills, and practice. We crave feedback and welcome opportunities to grow through observations, coaching meetings, and professional development. We are fiercely solutions-oriented. We never shy away from a problem that we must solve to achieve our mission, but always bring potential solutions to the table. _______________________________________ ESSENTIAL FUNCTIONS The Principal, in collaboration with the Executive Director, is responsible for providing visionary leadership and strategic direction to ensure the successful implementation of the school's mission and philosophy, particularly in alignment with Invictus' educational principles. This role requires effective management of students and staff, fostering a culture of academic excellence and strong behavioral expectations, in order to prepare students for success in college, career, and beyond. In close partnership with the Executive Director, the Principal develops, owns, and executes on a shared vision of success. This includes overseeing and supporting teams that serve different functions on campus, such as Operations, Curriculum and Instruction, School Culture, Student Supports, and College Access. The Principal is responsible for seeing the big picture, ensuring the right people are in the right roles, creating clarity and cohesion across the team, following through on roles and responsibilities and fostering a climate of accountability and results. We are seeking an exceptional individual to execute the following essential job functions and professional responsibilities: The Principal manages and oversees all functions of the school, including the following: Instructional Leadership and Student Achievement Results The Principal sets the tone, and is an ambassador of, a powerful vision for student achievement. The Principal is relentless about achieving strong student outcomes and identifies ways to continuously impact student learning, including the following:Coach, supervise, and evaluate Directors of Curriculum and Instruction, whom own a shared vision for effective academic programming at InvictusOversee a Leadership Team that reviews and reflects upon measures of progress towards school-wide academic goals, and action plans for continuous improvementSupport effective and impactful coaching of teachers, in alignment with the Invictus Teacher Evaluation RubricEnsure academic policies and practices are aligned to a strong, rigorous vision of college preparatory academic success for studentsSupport the development and utilization of data-driven practices to grow teacher practice and close student learning gapsOversee the planning, design, and facilitation of school-wide professional development sessions throughout the school year for staff to enhance their effectiveness in the classroom. School Climate and Culture The Principal is relentless about fostering a safe and positive school environment and identifies ways to continuously impact student and school culture, including the following:Coach, supervise, and evaluate the Assistant Principal of Culture and Climate, who owns a shared vision for a positive learning environment that supports student achievement, behavior and character development, as well as a safe, orderly, and joyful campusSupport the Deans Office to implement systems to support high expectations for student behavior and conduct, in alignment with Invictuss foundational vision for Positive Behavior Interventions and SupportsOversee and support the use of data-driven practices to collect and respond to school culture and climate dataEnsure follow through of behavior and discipline policies and practices that address student needs and maintain high behavioral expectations for all students, in service of student achievementCollaborate with the Assistant Principal of Culture and Climate to address any major disciplinary issues immediately and in alignment with Invictuss vision for the use of restorative practicesOversee the use of strong systems for parent and guardian communication, including parent phone calls, conferences, events, and other touchpointsEstablish and maintain strong relationships with families, the community, and relevant stakeholders. Operational Management The Principal believes that the school must run seamlessly, with a strong attention to detail to support teaching and learning and student and staff moral and identifies ways to continuously impact student and school culture, including the following:Works with the Director of Operations who owns the shared vision for strong schoolwide operationsWork with the Director of Operation to ensure the execution of strong systems and routines to support student learning, including daily attendance, arrival, transitions, lunch, dismissal, and supervisionManage the school budget prudently, ensuring resource allocation is aligned with school priorities and goals, in coordination with the Executive DirectorCollaborate with the Director of Operations and back office team to meet compliance and reporting deadlines, as neededSupport the Director of Operations to ensure that school events and programming are mission-aligned, well planned, and staffed for effective executionCollaborate with the Director of Operations and leadership team to support high staff morale, including through planning staff events, retreats, and other programming to support teamwork and relationship-buildingSupport student recruitment and enrollment, in collaboration with the Student Recruitment and Enrollment Manager to ensure the school is meeting its enrollment targetsAdhere to Invictus Academy Human Resources policies and state/federal employment laws Student Supports The Principal believes that the school must foster a positive and inclusive school environment that supports the academic and personal development of every student, including the following:Coach, supervise, and evaluate the Director of MTSS, who owns the shared vision for ensuring effective implementation of Invictuss Multi-Tiered System of Supports for studentsEnsures student access to college knowledge, summer programming, college counseling, and other college access supportsSupport the Director of MTSS to ensure strong cohesion between general education and special education teams, in alignment with Invictuss vision for Universal Design for LearningCollaborate with the Director of MTSS to ensure resource provision sufficiently supports special populations, including students with IEPs, foster youth, newcomers, and English LearnersBuild trust with teachers in service of supporting their development, using strong interpersonal skillsDevelop and support all aspects of new teacher onboardingConduct regular classroom observationsProvide consistent, high-leverage, actionable feedback for teachers to improve practiceLeverage diverse coaching strategies to support teacher developmentSupport teachers in using data to inform instructionEnsure a high level of academic rigor and consistency of classroom management across classroomsDevelop and implement systems of accountability to evaluate teacher performanceDefine academic rigor by content area and support teachers in achieving this in their classroomsOrganize Grade Level meetingsSupport the Academic Counselor with the grading system and report cards compilationLead testing coordination and logistics.Develop and lead professional development and teacher collaboration focused on instruction, intellectual preparation, and classroom managementSupport professional development and coaching related to student supports and culturally responsive pedagogyEvaluate and oversee implementation of grading policies and systemsPlan and design summer school programming, in collaboration with Student Supports TeamSupport continuous growth of school program through identifying school-wide challenges and working towards solutionsCoordinate all benchmark, finals and standardized testing, including data analysis protocols and re-teaching plansDesign, implement, and sustain seamless execution of schoolwide routines, systems and operations in collaboration with Leadership Team membersCollaborate with Leadership Team members to design and execute events related to the academic program, such as the Semester Awards NightServe on the Instructional Leadership Team and the Leadership Team to make key decisions related to the academic and overall school programSupport the coordination and oversight of standardized state testing, including SBAC, CAST, and MAPActively supervise students during transitions such as arrival, homeroom, passing periods, lunch, and dismissal.Attend and participate in school-wide events including Back to School Night, Parent/Teacher conferences, End of the Year events, Grade Level Meetings, Department Meetings, Summer Professional Development, weekly Professional Development during the school year, and other assigned meetings.Demonstrate proficient use of technology to communicate with staff, families, and community members using multiple school-based platforms.Utilize Educational Technology platforms for curriculum development and planning.Other duties as assigned by the Executive Director. PROFESSIONAL RESPONSIBILITIESDemonstrate regular and consistent attendance in order to perform essential functions of the role.Collaborate with staff and leadership to continuously improve practices and address student needs effectively.Foster open and respectful communication, offering and receiving constructive feedback to enhance personal and team performance.Set and hold high expectations for academics and behavior.Develop trusting, authentic relationships with students and their families.Create and maintain a joyful, safe, structured, and engaging school and classroom culture.Demonstrate passion for the content area you coach.Encourage students and teachers to take risks and learn from their mistakes and create opportunities for students to leverage the power of their voice.Supervise and engage with students in-person to ensure student safety and learning.Uphold and model core values, including purpose, perseverance, productivity, growth mindset, integrity, leadership, joy, gratitude, mindfulness, and kindness.Perform any other reasonable duties or responsibilities as assigned by your supervisor.Participate in the performance evaluation process, which is based on adherence to the outlined responsibilities and qualifications. ______________________________________________________________________________ PUBLIC SCHOOL EMPLOYMENT REQUIRED QUALIFICATIONSEarned Bachelors Degree.Educator or Administrator Credential holder.At least three years of coaching and team development experience.At least three years of K-12 school leadership or administration experience.Pass a Criminal Background Check through the Department of Justice.Obtain a negative TB reading prior to starting employment. DESIRED QUALIFICATIONSClear California Single Subject or Multiple Subjects Credential holder, Administrative Credential preferred.Our ideal candidate has at least three years of teaching experience.Bilingual in Spanish. WORK ENVIRONMENT AND PHYSICAL DEMANDS This full-time and on-site position requires sufficient mobility to report to campus, work in an office, and engage with students, families, and colleagues, with or without reasonable accommodations. The role may involve light lifting, pushing/pulling, standing, sitting, and bending for extended periods. Success in this role requires working well under pressure, meeting deadlines, and adapting to stressful and unpredictable environments. The employee must effectively prioritize and organize tasks while maintaining open and respectful communication with families and community members using school platforms and technology. Attendance and active participation in school-wide events, professional development sessions, and other assigned meetings are essential. NON-DISCRIMINATION Invictus Academy acknowledges and agrees that all persons are entitled to equal employment opportunity. Invictus Academy shall not discriminate against applicants or employees on the basis of race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, genetic information, military and veteran status, or any other characteristic protected by California or federal law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including but not limited to recruitment, selection, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from employment.

Job DescriptionSalary: $26-29 per hour plus benefits, commensurate with experience. Transitional Kindergarten Mandarin Instructional Assistant Yu Ming Charter School seeks dynamic, innovative, and experienced educators to join our team, committed to nurturing lifelong learners who are bilingual, bicultural and able to create change in their own lives and in our community. We seek teachers that are excited by the possibility of transforming the traditional model of education to be learner-centered through personalized and project based learning that cultivates both the cognitive and social emotional skills our students need to thrive in school and beyond. Yu Ming teachers are leaders that thrive on exploration, collaboration, and seek to continuously learn and grow as individuals and team members. ABOUT YU MING CHARTER SCHOOL Yu Ming Charter School is a non-profit, tuition-free network of public schools located in Oakland and San Leandro and open to all residents of California. As a leader in Mandarin Immersion education, our mission is to nurture our inclusive and diverse community to become empowered, engaged, and outstanding global citizens. We currently serve 1060 students across three campuses, and continue to grow our enrollment each year. Our intentionally diverse student body comes from many racial, ethnic, and socio-economic backgrounds representing 70 zip codes across the Bay Area and 29 home languages. Founded in 2011, Yu Ming is the first Mandarin immersion public charter school in the state. We believe every child, regardless of their background or zip code, deserves a free, high-quality education that prepares them today to succeed tomorrow. Ranked the #7 Elementary School and the #2 Elementary Charter School in California by U.S. News, Yu Ming is a 2019 National Blue Ribbon School of Excellence and a 2020 and 2023 California Distinguished School. Yu Mings future-forward model prepares young people to succeed and thrive in an interconnected and multicultural world through personalized and rigorous learning experiences, active student agency, whole child and community focus, and multilingual education. As a result, our students far outperform their peers in the district, county, and state, regardless of socio-economic status, race, language background, and learning differences. We are closing the opportunity gap for our historically underserved students every day. To learn more about our innovative school visit our website . Position Overview: Mandarin Instructional Assistants report to the Assistant Principal and will be responsible for assisting in the classroom while fostering the social and emotional growth of students. Core Competencies • Ability to organize data, schedules, and information collected and/or submitted by teachers., • An aptitude to work with children and teachers; warmth, empathy and the desire to become involved in the instructional process., • Flexibility and adaptability to change; ability to work in a dynamic, creative and start-up learning environment., • Superb interpersonal skills; ability to work collaboratively with a diverse group of students, colleagues and families., • Ability to follow instructions and accept constructive suggestions and professional standards., • Maturity, humility, strong work ethic, sense of humor, and a solutions-oriented attitude. Core Responsibilities • Instruct individuals, small groups or classes of students within certificated teacher guidelines, • May prepare lesson plans, materials for lessons, and assess student progress, • Document student progress/activities/outcomes and provide regular feedback to student(s), classroom teachers, parents, and administration regarding student progress, expectations, goals, etc., • May work with students to reinforce learning of material or skills as described in an Individualized Education Plan., • Assist the teacher in devising special strategies for reinforcing material or skills based on a sympathetic understanding of the individual student's needs, interests, and abilities., • During the Extended Care After School Program, plan and independently lead engaging and age-appropriate activities that promote learning, social interaction, and skill development., • Maintain the same high level of ethical behavior and confidentiality of information about the student as is expected of fully licensed teachers., • Establish and maintain collaborative working relationships with school personnel, parents, and other service providers for the purpose of improving the quality of student outcomes, developing solutions and planning curriculum., • Other duties as needed. QUALIFICATIONS Required • Native or near native fluency in Mandarin Chinese., • Experience as a classroom aide and/or coursework in Education/Special Education preferred., • Bachelors degree preferred. TIME COMMITMENT 180-day school year, 8 student-free professional development days for collaboration with colleagues. Common building hours are 8:00am-4:00pm. COMPENSATION $26-29 per hour plus benefits, commensurate with experience. TO APPLY Interested candidates should submit their resume at Application submission screening and initial phone interviews will be completed on a rolling basis. Yu Ming Charter School is an equal opportunity employer committed to diversity at all levels.

Job DescriptionSalary: $20-23 per hour plus benefits, commensurate with experience. Mandarin Instructional Assistant Yu Ming Charter School seeks dynamic, innovative, and experienced educators to join our team, committed to nurturing lifelong learners who are bilingual, bicultural and able to create change in their own lives and in our community. We seek teachers that are excited by the possibility of transforming the traditional model of education to be learner-centered through personalized and project based learning that cultivates both the cognitive and social emotional skills our students need to thrive in school and beyond. Yu Ming teachers are leaders that thrive on exploration, collaboration, and seek to continuously learn and grow as individuals and team members. ABOUT YU MING CHARTER SCHOOL Yu Ming Charter School is a non-profit, tuition-free network of public schools located in Oakland and San Leandro and open to all residents of California. As a leader in Mandarin Immersion education, our mission is to nurture our inclusive and diverse community to become empowered, engaged, and outstanding global citizens. We currently serve 766 students across three campuses, and continue to grow our enrollment each year. Our intentionally diverse student body comes from many racial, ethnic, and socio-economic backgrounds representing 70 zip codes across the Bay Area and 29 home languages. Founded in 2011, Yu Ming is the first Mandarin immersion public charter school in the state. We believe every child, regardless of their background or zip code, deserves a free, high-quality education that prepares them today to succeed tomorrow. Ranked the #7 Elementary School and the #2 Elementary Charter School in California by U.S. News, Yu Ming is a 2019 National Blue Ribbon School of Excellence and a 2020 and 2023 California Distinguished School. Yu Mings future-forward model prepares young people to succeed and thrive in an interconnected and multicultural world through personalized and rigorous learning experiences, active student agency, whole child and community focus, and multilingual education. As a result, our students far outperform their peers in the district, county, and state, regardless of socio-economic status, race, language background, and learning differences. We are closing the opportunity gap for our historically underserved students every day. To learn more about our innovative school visit our website . Position Overview: Chinese Teaching Assistants report to the Assistant Principal and will be responsible for assisting in the classroom while fostering the social and emotional growth of students. Core Competencies • Ability to organize data, schedules, and information collected and/or submitted by teachers., • An aptitude to work with children and teachers; warmth, empathy and the desire to become involved in the instructional process., • Flexibility and adaptability to change; ability to work in a dynamic, creative and start-up learning environment., • Superb interpersonal skills; ability to work collaboratively with a diverse group of students, colleagues and families., • Ability to follow instructions and accept constructive suggestions and professional standards., • Maturity, humility, strong work ethic, sense of humor, and a solutions-oriented attitude. Core Responsibilities • Instruct individuals, small groups or classes of students within certificated teacher guidelines, • May prepare lesson plans, materials for lessons, and assess student progress, • Document student progress/activities/outcomes and provide regular feedback to student(s), classroom teachers, parents, and administration regarding student progress, expectations, goals, etc., • May work with students to reinforce learning of material or skills as described in an Individualized Education Plan., • Assist the teacher in devising special strategies for reinforcing material or skills based on a sympathetic understanding of the individual student's needs, interests, and abilities., • Maintain the same high level of ethical behavior and confidentiality of information about the student as is expected of fully licensed teachers., • Establish and maintain collaborative working relationships with school personnel, parents, and other service providers for the purpose of improving the quality of student outcomes, developing solutions and planning curriculum., • Other duties as needed. QUALIFICATIONS Required • Native or near native fluency in Mandarin Chinese., • Experience as a classroom aide and/or coursework in Education/Special Education preferred., • Bachelors degree preferred. TIME COMMITMENT 185-day school year, 8 student-free professional development days for collaboration with colleagues. Common building hours are 8:00am-4:00pm. COMPENSATION $20-23 per hour plus benefits, commensurate with experience. TO APPLY Interested candidates should apply at Application submission screening and initial phone interviews will be completed on a rolling basis. Yu Ming Charter School is an equal opportunity employer committed to diversity at all levels.

Job Description POSITION ANNOUNCEMENT: Teaching Assistant, SUMMER 2026 LOCATION: Horizons at San Francisco Friends School Organization Background: Horizons at SFFS provides joyful academic and enrichment learning opportunities that build on the skills and talents of students in San Francisco public schools with a unique organizational commitment from Kindergarten through to high school graduation. Our Core Values of joy, social justice, holistic support, and community have resulted in a 97% retention rate and our 4:1 student to teacher ratio has ensured consistent growth in academic and social and emotional indicators across our decade of impact in the community. For more information about Horizons at SFFS, please visit Position Overview: Horizons at SFFS is seeking dedicated and enthusiastic Teaching Assistants with experience working with K–8th grade youth and a strong desire to make a difference in the lives of public school students in San Francisco. The Teaching Assistant works with a Lead Teacher to design activities and lessons for the K-8 class. They are a positive role model who collaborates with the Horizons staff and supports the academic and social-emotional success of each and every Horizons student throughout the six week summer program. Candidates must be willing to contribute to building this vibrant program and help fulfill the Horizons mission. This is a temporary in-person position located at 250 Valencia St. San Francisco, CA 94103 Essential Job Functions: The Teaching Assistants will • Help plan daily classroom schedules and assist with instruction., • Work with individual and small groups of children in all subjects., • Participate in collaborative working groups and professional development spaces., • Lead the classroom if the case of any Lead Teacher absences., • Assist on field trips around San Francisco., • Maintain classroom spaces, prepare materials for lessons, and conduct student observations., • Teach one three week elective class, • Help maintain ongoing communication with parents, caregivers and teachers., • Meet regularly with Lead Teacher, Instructional and Curriculum Coach, Executive Director, and the Academic Program Director, and volunteers as needed to accomplish goals and/or problem-solve as issues occur. Qualifications: The ideal Teaching Assistant will be flexible, collaborative and mature, willing to adapt to the needs of their assigned Lead Teacher and the overall school/program, and able to help implement strategies to engage students in active learning. Professional, caring educators who take initiative and demonstrate creative problem solving skills will find Horizons at SFFS to be a lively, inspiring, and engaging community. Below are some of the required and preferred qualifications for the position: Required: • Experience in a K-8th Grade classroom supporting effective, academic curriculum., • Familiarity with classroom management, social emotional learning, and specific strategies for developing children’s noncognitive skills such as focus, determination, empathy, and self-discipline., • Understanding and knowledge of the issues and challenges facing public school students and families living in the Mission District., • Some experience with social and emotional learning best practices., • English/Spanish language and bicultural proficiency preferred., • BA, preferably in education, child development, or a related field., • Some experience in designing and delivering curriculum for K-8th Grade second language learners., • An interest in developing their skills as an educator or working towards an elementary teaching credential or equivalent. The rate of pay for the Teaching Assistant position is $26-$34 per hour, commensurate with experience. The position is full time (non-exempt) during the six weeks of the program and the faculty prep week before the program starts. Each Spring, teachers and staff are expected to attend two staff planning meetings. Dates: Pre-Summer Mandatory Training Dates June 14th, 9am - 5pm Summer, 2025 Monday, June 15 - Thursday June 18 - Teacher orientation week and classroom set-up (June 19th is a paid holiday) Monday June 22 - Friday July 31 - Six-week program (July 3rd is a paid holidays) Continuity of work: It is our hope that Horizons summer staff will be open to returning to the program for more than one summer, as we continue to work together, support our students, and build the program and the community. Beyond summer, Horizons provides year round programming to its students and families. EEO Commitment: The San Francisco Friends School is an equal opportunity employer and does not discriminate on the basis of race, national origin, religion, gender, gender identity or expression, sexual orientation, disability, age, military or veteran status, marital status or any other category protected by law. The school also makes reasonable accommodations for qualified applicants with disabilities; candidates who need accommodations in order to apply for this position should request an accommodation as part of the submission of interest. Employment Clearances required: SB 848 Authorization and Reference Checking Livescan Background US Employment Eligibility TB Clearance certificate To Apply: Please apply via JazzHR or email a resume and cover letter, outlining your skills and experience (PDF format, please) to Ariel Mendez-Peñate, Program Director of Horizons at San Francisco Friends School at with subject line “Horizons at SFFS Teaching Assistant”. Horizons at San Francisco Friends School is an equal opportunity employer. Powered by JazzHR HJ5tiJLNdq

Job DescriptionTHE ORGANIZATIONLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving nearly 1,600 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . The OpportunityElementary Assistant Principal (26-27SY)Competencies and Qualifications At Lighthouse Community Public Schools, the Assistant Principal (AP) is a developing instructional leader who works with the Principal and instructional leadership team to lead middle school culture and learning systems. The AP, together with the principal and teacher leaders, will work to foster an innovative and progressive learner-centered school community, including being tasked with leadership of specific school initiatives/systems. The Assistant Principal’s primary responsibility will be to develop, coach, and supervise a sub-set of teachers and other staff under their supervision to best implement relationship-based, purposeful, and learner-centered pedagogies and systems in alignment with the LCPS Mission, Theory of Change, Graduate Profile, and Instructional Stances. The Assistant Principal is also responsible for cultivating school culture, including serving as a champion and liaison for students and families. The AP will be accountable for managing one or more elements of the academic program/systems leading to improved student and staff outcomes, with particular attention to our most vulnerable students (SPED, English learners, African-American boys, etc.). The AP will work in collaboration with the leadership team to align curriculum, instruction, and assessment at the site to the LCPS shared vision and Strategic Plan. This is an exciting opportunity for a growing, committed, and equity-focused instructional or teacher leader who is energized to develop their school leadership capacity and passionate about transformational growth for yourself, the teachers, staff, students, and families you will serve, and our Oakland community. LCPS ASSISTANT PRINCIPAL CORE COMPETENCIES As a strategic and visionary leader for equity, LCPS Principals: * Inspire a shared vision of college and career readiness in collaboration with the leadership team. * Ensure an exceptional education for all by monitoring and developing the academic program and by facilitating data-driven and equity-focused teams. * Encourage the heart by promoting a joyful organizational & school culture that attends to the needs of the whole child and adult. * Empower and engage the community by mobilizing families, students, staff, and other community stakeholders as partners to achieve our vision. * Enable others to act by supervising and developing teachers resulting in retention of a diverse, highly effective team and increased student outcomes.. * Innovate and problem solve by exhibiting persistence, creativity, flexibility, motivation to make change, and the ability to imagine new approaches and opportunities for impact. * Model the way as a leader for equity through skilled and culturally competent collaboration, communication, and relationship-building. * Embody LCPS’ core values of community, integrity, love, social justice, and agency * Bring passion to the school’s growth as a dependable, organized, solutions-oriented, and optimistic transformational leader committed to our community. ASSISTANT PRINCIPAL RESPONSIBILITIES AND OUTCOMES Supervise and Develop Adults and Teams * Contribute to building a strong, collaborative, equity-focused adult learning community, including supporting, hiring, and leading professional development for staff; * Develop and lead one or more high-functioning adult teams; * Supervise, observe, coach, evaluate, and develop teachers and non-instructional staff using knowledge of adult learning theory and in alignment with LCPS Instructional Stances, Framework for Transformational Teaching, and school instructional model; * Support the professional development path of assigned teachers and instructional staff members, including a combination of coaching cycles and other internal, EL, and external professional learning experiences aligned to unique needs and leading to professional growth for staff across a range of experience; * Facilitate professional development spaces both formal and informal, where the use of data is timely, consistent, and actionable; * Complete evaluation process or end of the quarter conference for all supervisees using a defined process. New Teacher Coaching & Support * Mentor, onboard, and train new teachers in core LCPS practices (SLC meetings, standards-based grading, EXPO, Crew, etc.). * Facilitate teachers’ understanding and implementation of the Common Core State Standards. * Serve as the year-long Induction coach as assigned, complying with state and local requirements regarding induction and other teacher education programs; Coordinate Response To Intervention System * Lead the RTI Team to engage in regular and ongoing analysis of student attendance, behavior, and academic data to develop and implement early intervention strategies to support all students in being college and career ready. * Manage and monitor the COST process for individual students, identifying potential supports, and drafting intervention plans in collaboration with the student’s teachers. * Coordinate implementation of research-based interventions aligned to a three-tiered intervention framework * Collaborate with the Director of Student Services to oversee referrals of students requiring Tier 3 supports. * Support teachers to implement individual behavior/intervention plans * Support teachers with the tracking of student behavioral/academic data during the implementation of the intervention plan. * Oversee and monitor 504 plans. * Serve as an administrator in IEP meetings School Culture Builder * Help to implement a vision and develop systems & structures to promote a strong school culture in service of the school mission in collaboration with the leadership team; * Using principles of Restorative Justice, collaborate with the leadership team to implement and evaluate a responsive positive behavior system that clearly articulates the school-wide systems and supports students will use to build positive relationships and manage their own behavior. * Collaborate with leaders and teachers to engage families in the life of the school * Build strong relationships and communicate clearly and effectively with students, families, and the community. Management & Monitoring of Select Academic Programs & Student Outcomes * Serve as manager for one or more academic programs and testing coordinator for the school ensuring they meet the needs of students within the context of our Theory of Change, Graduate Profile, and Instructional Stances; * Regularly use and analyze key data in measuring the effectiveness of program(s) and individual student success with a particular focus on equity gaps and our most struggling students; * Support the principal in the development of resource and budget allocation to meet programmatic and student needs; * In collaboration with other instructional leaders, strategically design, implement, and adjust school level systems toward achieving institutional goals at a high level; * Support the implementation and analysis of common assessment and core curricula in collaboration with Principal and Shared Service Academic Team; * In collaboration with the Principal and other instructional leaders, assess the effectiveness of student achievement, coaching, EL Workplan, and Professional Development. Leadership Development and Reflection * Assists the principal in carrying out their duties and acts in the capacity of the principal during the principal’s absence from the school; * Model holding a learner-driven stance for own professional learning; * Participate fully in professional learning experiences led by the CAO, Principal, and other instructional leaders to engage in leadership development, alignment of systems/processes, and reflection of practice; * Engage in regular collaboration, learning, and development through coaching, ILT meetings, and one-on-one check-ins with Principal; * Prioritize setting and scheduling regular planning/work time each week/month devoted to prioritized instructional leadership moves/work. * Performs other duties as assigned by supervisor. MINIMUM QUALIFICATIONS: * At least 3+ years of successful elementary classroom teaching and teacher/instructional leadership experience, required * Experience teaching/leading in urban education serving students of color from low-income backgrounds * Valid CA teaching credential required; administrative credential preferred * MA in education, educational leadership or related field, preferred * Knowledge of learner-centered curriculum, instruction, and assessment, * Experience working in Oakland schools preferred and charter school experience, a plus, * EL Education experience, a plus. * Spanish fluency preferred Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: • See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. May need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in situations involving student safety. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS. SUPERVISION This position reports to the Principal. TIME COMMITMENT This is a 12-month, full-time salaried exempt position. LCPS offers a competitive compensation package with nearly 5 weeks of holidays in line with our academic calendar and 10 days of paid time off in addition to generous sick and personal time off, generous health and retirement benefits, and a salary commensurate with experience. Start date is July 1, 2026 for new 12-month employees per the LCPS Calendar for the 26-27SY. COMPENSATION At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA). TO APPLY People of color and bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume * Cover letter describing your interest in this position and why you are an optimal fit * 4-5 references with Name, Email, Phone Number and Title/nature of working relationship * A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school. Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job DescriptionTHE ORGANIZATIONLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving nearly 1,600 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . THE OPPORTUNITYAssistant Principal of Instruction Pool At Lighthouse Community Public Schools, the Assistant Principal (AP) is a developing instructional leader who works with the Principal and instructional leadership team to lead middle school culture and learning systems. The AP, together with the principal and teacher leaders, will work to foster an innovative and progressive learner-centered school community, including being tasked with leadership of specific school initiatives/systems. The Assistant Principal’s primary responsibility will be to develop, coach, and supervise a sub-set of teachers and other staff under their supervision to best implement relationship-based, purposeful, and learner-centered pedagogies and systems in alignment with the LCPS Mission, Theory of Change, Graduate Profile, and Instructional Stances. The Assistant Principal is also responsible for cultivating school culture, including serving as a champion and liaison for students and families. The AP will be accountable for managing one or more elements of the academic program/systems leading to improved student and staff outcomes, with particular attention to our most vulnerable students (SPED, English learners, African-American boys, etc.). The AP will work in collaboration with the principal, dean, and teacher leaders to align curriculum, instruction, and assessment at the site to the LCPS shared vision and Strategic Plan. This is an exciting opportunity for a growing, committed, and equity-focused instructional or teacher leader who is energized to develop their school leadership capacity and passionate about transformational growth for yourself, the teachers, staff, students, and families you will serve, and our Oakland community. LCPS ASSISTANT PRINCIPAL CORE COMPETENCIES As a strategic and visionary leader for equity, LCPS Principals: * Inspire a shared vision of college and career readiness in collaboration with the leadership team. * Ensure an exceptional education for all by monitoring and developing the academic program and by facilitating data-driven and equity-focused teams. * Encourage the heart by promoting a joyful organizational & school culture that attends to the needs of the whole child and adult. * Empower and engage the community by mobilizing families, students, staff, and other community stakeholders as partners to achieve our vision. * Enable others to act by supervising and developing teachers resulting in retention of a diverse, highly effective team and increased student outcomes.. * Innovate and problem solve by exhibiting persistence, creativity, flexibility, motivation to make change, and the ability to imagine new approaches and opportunities for impact. * Model the way as a leader for equity through skilled and culturally competent collaboration, communication, and relationship-building. * Embody LCPS’ core values of community, integrity, love, social justice, and agency * Bring passion to the school’s growth as a dependable, organized, solutions-oriented, and optimistic transformational leader committed to our community. ASSISTANT PRINCIPAL RESPONSIBILITIES AND OUTCOMES Supervise and Develop Adults and Teams (20%) * Contribute to building a strong, collaborative, equity-focused adult learning community, including supporting, hiring, and leading professional development for staff; * Develop and lead one or more high-functioning adult teams; * Supervise, observe, coach, evaluate, and develop teachers and non-instructional staff using knowledge of adult learning theory and in alignment with LCPS Instructional Stances, Framework for Transformational Teaching, and school instructional model; * Support the professional development path of assigned teachers and instructional staff members, including a combination of coaching cycles and other internal, EL, and external professional learning experiences aligned to unique needs and leading to professional growth for staff across a range of experience; * Facilitate professional development spaces both formal and informal, where the use of data is timely, consistent, and actionable; * Complete evaluation process or end of the quarter conference for all supervisees using a defined process. New Teacher Coaching & Support (35%) * Mentor, onboard, and train new teachers in core LCPS practices (SLC meetings, standards-based grading, EXPO, Crew, etc.). * Facilitate teachers’ understanding and implementation of the Common Core State Standards. * Serve as the year-long Induction coach as assigned, complying with state and local requirements regarding induction and other teacher education programs; Coordinate Response To Intervention System (20%) * Lead the RTI Team to engage in regular and ongoing analysis of student attendance, behavior, and academic data to develop and implement early intervention strategies to support all students in being college and career ready. * Manage and monitor the COST process for individual students, identifying potential supports, and drafting intervention plans in collaboration with the student’s teachers. * Coordinate implementation of research-based interventions aligned to a three-tiered intervention framework * Collaborate with the Director of Student Services to oversee referrals of students requiring Tier 3 supports. * Support teachers to implement individual behavior/intervention plans * Support teachers with the tracking of student behavioral/academic data during the implementation of the intervention plan. * Oversee and monitor 504 plans. * Serve as an administrator in IEP meetings School Culture Builder (5%) * Help to implement a vision and develop systems & structures to promote a strong school culture in service of the school mission in collaboration with the principal, dean, and other instructional leaders; * Using principles of Restorative Justice, collaborate with the Principal and Dean of Students to implement and evaluate a responsive positive behavior system that clearly articulates the school-wide systems and supports students will use to build positive relationships and manage their own behavior. * Collaborate with leaders and teachers to engage families in the life of the school * Build strong relationships and communicate clearly and effectively with students, families, and the community. Management & Monitoring of Select Academic Programs & Student Outcomes (15%) * Serve as manager for one or more academic programs and testing coordinator for the school ensuring they meet the needs of students within the context of our Theory of Change, Graduate Profile, and Instructional Stances; * Regularly use and analyze key data in measuring the effectiveness of program(s) and individual student success with a particular focus on equity gaps and our most struggling students; * Support the principal in the development of resource and budget allocation to meet programmatic and student needs; * In collaboration with other instructional leaders, strategically design, implement, and adjust school level systems toward achieving institutional goals at a high level; * Support the implementation and analysis of common assessment and core curricula in collaboration with Principal and Shared Service Academic Team; * In collaboration with the Principal and other instructional leaders, assess the effectiveness of student achievement, coaching, EL Workplan, and Professional Development. Leadership Development and Reflection (5%) * Assists the principal in carrying out their duties and acts in the capacity of the principal during the principal’s absence from the school; * Model holding a learner-driven stance for own professional learning; * Participate fully in professional learning experiences led by the CAO, Principal, and other instructional leaders to engage in leadership development, alignment of systems/processes, and reflection of practice; * Engage in regular collaboration, learning, and development through coaching, ILT meetings, and one-on-one check-ins with Principal; * Prioritize setting and scheduling regular planning/work time each week/month devoted to prioritized instructional leadership moves/work. * Performs other duties as assigned by supervisor. MINIMUM QUALIFICATIONS: * At least 3+ years of successful elementary classroom teaching and teacher/instructional leadership experience, required * Experience teaching/leading in urban education serving students of color from low-income backgrounds * Valid CA teaching credential required; administrative credential preferred * MA in education, educational leadership or related field, preferred * Knowledge of learner-centered curriculum, instruction, and assessment, * Experience working in Oakland schools preferred and charter school experience, a plus, * EL Education experience, a plus. * Spanish fluency preferred Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: • See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. May need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in situations involving student safety. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS. SUPERVISION This position reports to the Principal. TIME COMMITMENT This is a 12-month, full-time salaried exempt position. LCPS offers a competitive compensation package with nearly 5 weeks of holidays in line with our academic calendar and 10 days of paid time off in addition to generous sick and personal time off, generous health and retirement benefits, and a salary commensurate with experience. Start date could be in early Spring 2026, but no later than early July 2026 (exact date TBD) per the LCPS Calendar for the 26-27SY (to be published in February). COMPENSATION At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA). TO APPLY People of color and bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume * Cover letter describing your interest in this position and why you are an optimal fit * 4-5 references with Name, Email, Phone Number and Title/nature of working relationship * A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school. Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job DescriptionDescription: AMPS (Amethod Public Schools) is a values driven organization. Our mission is to provide a rigorous college preparatory education and character development program that will prepare students from underserved communities to succeed in college and beyond. Our day-to-day work is driven within the organizational core values: Commitment to Distinction, Be Adaptable, Perseverance, Take Responsibility, and Students First. We are looking for team members who exude these values and a passion for our mission. POSITION SUMMARY Running outstanding schools requires leaders who can inspire students, put excellence ahead of typical and mundane, and project urgency about providing the underserved college access. Our Site Directors make decisions, use data without a doubt, conduct difficult conversations, and build highly collaborative teams, all while shaping a vibrant school culture. These individuals nurture learning communities that are simultaneously academically rigorous and inspiring. They know that their job is the most important one in the organization, and community. Self-reflective and humble, they are open to feedback and committed to continuously improving and are deeply committed to and lead their schools in instructional leadership; teacher coaching and evaluation; school culture, and family engagement. Requirements: ESSENTIAL DUTIES AND RESPONSIBILITIES: Instructional Leadership • Provide exemplary leadership to all school community members to achieve outstanding performance in preparing each student for college;, • Demonstrate a relentless commitment to improve the minds and lives of students in and out of school;, • Develop and communicate strategic school systems, culture, and vision, and build a plan to achieve that vision;, • Implement effective assessment systems and use data to inform decisions;, • Protects instructional time by minimizing interruptions to the instructional process;, • Coordinates teacher and student schedules to promote maximum learning and minimize conflict;, • Lead all aspects of curriculum development and assessment and ensure consistency;, • Conduct daily teacher observations and provide real-time feedback to move the needle on student achievement;, • Oversee faculty and staff, including coaching, evaluation, retention, and and hold primary responsibility for professional development, staff observations, curriculum development, staff communication, and program decisions;, • Lead faculty to ensure that all staff are providing well-managed and rigorous daily lessons, reasonable and effective daily homework, and regular and productive after-school tutoring;, • Foster commitment among staff to the development and fulfillment of the school’s mission and objectives;, • Hold teachers accountable for meeting a high bar for every student’s performance including requirements for English learners, special education accommodations and IEP modifications in partnership with the rest of the AMPS team;, • Build a vibrant, eager, engaging and rigorous school culture with students and staff;, • Foster consistency in academic and behavioral expectations;, • Works with administration and staff to assure staff embrace the “ALL earned” culture and all core values, • Collaborate with school staff to support students’ academic and socio-emotional development;, • Ensure that traditions and rituals that support the school’s college mission are built and maintained, grade by grade, year to year;, • Support staff to ensure the smooth administration and effectiveness of after school enrichment programs;, • Embrace the factor that a leader must maintain high visibility around the school to lead through visible examples;, • Communicate regularly with families, ensuring they are kept involved with and held accountable for their children’s presence, behavior, and correspond about school policies, student matters, school trips, and events;, • Knows their data ;, • Consistency in using assessment data and emphasizes student success as the primary outcome of schooling;, • Creates and maintains a culture where the team systematically assesses and monitors student progress using objective and verifiable information;, • Works with staff to systematically identify and respond to students;, • Provides meaningful information to parents/guardians and others regarding student progress;, • Maintains policies and practices for grading, reporting, and promoting, • Assures team delegates and monitors the adherence to rules and procedures for student and staff safety consistently;, • Cultivates and creates community pride by monitoring plant, office, and equipment maintenance, and promoting cleanliness of school facilities and needed repairs;, • Leads with authority through crises and emergencies to provide assurance to community;, • Ensures the administrative and front office staff lead their roles effectively;, • Effectively monitors “their dollars” and expenditures Required • A Bachelor's degree;, • At least 4 years of teaching experience in urban charter school;, • At least 1 year of experience as an instructional leader, Assistant Principal, Dean or equivalent leadership role at a high-performing urban public school (preferably a charter school);, • Demonstrated commitment to students and learning above all else;, • Excellent communication, presentation and interpersonal skills with demonstrated ability to write clearly and persuasively, • Excellent organization, time management and follow-up skills; high sense of urgency; demonstrated ability to successfully handle multiple projects concurrently; ability to work as a team, • Strong record of driving outstanding student results;, • Strong community-building skills, • Entrepreneurial passion, • Demonstrated knowledge of curriculum development and program design, • Valid Administrative Services Credential or enrolled in a Administrative credential program The position is in a school building, which may be air conditioned and heated. May be exposed to prolonged noise or weather. This type of work will involve walking, standing, or sitting for extended periods. Stooping, squatting, kneeling, overhead reaching and repetitive bending may be involved frequently with this position. -Perceiving the nature of sound, near and far. Vision, depth perception, providing oral information, the manual dexterity. Must be able to climb stairs and sit for extended periods of time. Requires finger dexterity to operate equipment, handle work with various, materials and objects are important aspects of this job. This position requires on-site presence 100% of the time – telecommuting (WFH) arrangements are not available. Please do not apply if you are unable to meet this commitment. Full-Time, 12 month position AMPS is strongly committed to hiring a diverse and multicultural staff, and we encourage applications from traditionally under--represented backgrounds. AMPS does not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, national origin, ethnic origin, or any other reason prohibited by state or federal law. Compensation The salary range for this position is $125,000 - $145,500. Salary is commensurate with experience, education, and expertise. A competitive benefits package is also offered. This is a full-time, exempt, 100% in-person position. To apply: Visit us at As an equal opportunity employer; we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.

Job Description SAN FRANCISCO FILM SCHOOL TEACHING ASSISTANT (TA), FILMMAKING AND CREATIVE MEDIA Term: Begins January 12, 2026 Commitment: Minimum 6 hours per week Modality: Hybrid (online and on-campus) Location: San Francisco, California Institution: San Francisco Film School San Francisco Film School (SFFS) is looking for qualified Teaching Assistants (TAs) to support filmmaking and creative media courses during the Spring 2026 semester and beyond. This role is ideal for early-career professionals or practitioners interested in teaching, mentoring students, and supporting hands-on, production-based learning environments. Position Summary Teaching Assistants assist students and instructors in hybrid courses that combine online learning with on-campus, hands-on production activities. TAs play an essential role in facilitating learning, offering technical and academic support, and ensuring smooth course operations. This is a part-time, non-faculty instructional support position. Compensation: $25 hourly Responsibilities: Essential duties and responsibilities • Facilitate small-group discussions, workshops, or lab activities during scheduled class sessions., • Provide technical assistance with filmmaking equipment, software, and course materials., • Offer tutoring or student support during designated office hours or scheduled support times., • Assist with administrative and instructional tasks, including distributing materials and preparing classrooms or production spaces., • Provide feedback on draft assignments or practice exercises., • Support student productions on campus as needed., • Coordinate with instructors and school administration regarding attendance tracking and basic grading support., • Attend required meetings, including faculty or instructional support meetings. Schedule and modality expectations • TAs must be available for both online and on-campus classes, depending on course needs., • On-campus presence is required for classes and productions scheduled at the San Francisco campus., • Professional experience in filmmaking or a closely related creative media field., • Strong working knowledge of professional filmmaking workflows, tools, and equipment., • Ability to support students in a collaborative, production-focused learning environment., • Reliable communication skills and professional conduct when working with students, faculty, and staff. Preferred qualifications • Bachelor’s degree in Film, Filmmaking, Creative Media, or a closely related field., • Prior teaching, tutoring, mentoring, or instructional support experience., • Demonstrated ability to explain technical concepts clearly to students with varying levels of experience., • A portfolio or reel demonstrating professional-quality work.About Company San Francisco Film School was founded in 2005 and is a private, accredited college offering career-focused education in filmmaking and creative media. Known for its production-based curriculum and industry practitioner faculty, the School emphasizes hands-on learning that connects creative practice with professional standards. San Francisco Film School serves students pursuing careers across the entertainment industry and continues to expand its academic offerings, including music production and creative AI, to support the next generation of creators.

Job DescriptionLab Assistant, Science Tutor, and Outdoor Programs Coordinator Job Description Classification: Exempt, Part-time,10-Month Faculty Reports to: Science Department Chair Position Overview This multi-faceted role supports the Urban School’s commitment to hands-on science and experiential learning. The ideal candidate bridges the gap between the laboratory and the field, providing technical support for the Science Department, academic mentorship for students, and logistical leadership for outdoor expeditions. Core ResponsibilitiesScience Laboratory & Academic Support (~50% FTE) * Lab Operations: Manage setup/cleanup for experiments, prepare chemical solutions and LB plates, maintain equipment, and oversee supply ordering and chemical hygiene. * Instructional Tutoring: Lead 1:1 and small-group tutoring sessions (focused on 9th/10th-grade Biology and Chemistry). * Student Mentorship: Help students develop lab report writing skills, test-taking strategies, and metacognitive awareness of their learning gaps. Outdoor Programs & Cal Studies (30% FTE) * Trip Coordination: Establish the annual trip calendar, manage budgets, coordinate transportation, and maintain/inventory outdoor gear. * Field Leadership: Lead or co-lead varied excursions, including climbing, backpacking (fall/spring), rafting, and snow trips. * Spring Term (Cal Studies): Support the 12-week California Studies course (March–June). This includes weekly field trips and a cumulative 11-day expedition across California. * Safety & Medical: Serve as the Medical Leader on trips; maintain first aid kits, review medical forms, and ensure rigorous risk management protocols. Essential Qualifications * Academic: Strong background in Biology and Chemistry; previous laboratory experience (Genetics or Molecular Biology preferred). * Outdoor: Current Wilderness First Responder (WFR) and CPR certifications; clean driving record (experience with trailers is a plus). * Interpersonal: Proven success working with high-school students; ability to act as an "active adult presence" who can troubleshoot problems independently. * Organizational: Exceptional ability to manage simultaneous projects with competing deadlines and logistical moving parts. Physical Requirements & Working Conditions * Environments: Fluctuates between a professional laboratory, traditional classroom, and rugged outdoor settings. * Stamina: Ability to stand, bend, and lift 25 lbs; ability to work in hot or inclement weather and drive long distances. Commitment: This is a 10-month position requiring a full academic year commitment, including some overnight and multi-day travel. Salary and Benefits The anticipated salary range the School reasonably expects to pay candidates for the position of Lab Assistant, Science Tutor, and Outdoor Programs Coordinator in San Francisco is $61,000 to $65,000 annually. This position includes the opportunity to participate extensively in Urban's teaching community, to collaborate with colleagues on curriculum development and pedagogy, and to benefit from Urban’s professional development program. Additionally, Urban provides all full-time and part-time employees teaching 4 or more classes or working more than 20 hours per week a generous benefits package including employer-paid medical and dental coverage. In addition, we offer retirement, life and disability insurance, Flex Spending for medical and dependent care, Commuter Transit benefits with an employer subsidy, EAP, Travel Assistance, Grief Counseling, and more, including: * Professional development and training. * Urban Café Dollars for purchasing breakfast, lunch and snacks. * Parking garage provided on a first-come, first-served basis. Please see our Benefits Overview for more details. To apply for this position, please visit our Career Center and select “Lab Assistant, Science Tutor, and Outdoor Programs Coordinator” to start your application and upload your cover letter and resume. Urban School is an equal opportunity employer; the school actively encourages applications from candidates of diverse cultural and socioeconomic backgrounds. We strictly prohibit discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, leaves of absence, compensation, and training. Urban School is also committed to providing reasonable accommodations for qualified individuals with disabilities in our job application procedures; if you need assistance or an accommodation due to a disability, please contact us.

Job DescriptionSalary: $97,500-$127,180 Job Title: Assistant Principal of Middle School Work Year: 12 months Employment Type: Exempt, Full-Time Salary Range: $97,500-$127,180 Supervisor: School Principal OUR MISSION Invictus Academy of Richmond prepares 100% of students in grades 7-12 to thrive in the colleges of their choice, solve relevant problems, and communicate with confidence. OUR SCHOOL Invictus Academy is a high performing independent public charter school located in El Cerrito, and we are seeking leadership team members who want to join our team and create an exceptional school. Invictus creates joyful, rigorous classroom cultures where students understand the importance of the content they are learning, and how it connects to their everyday lives and ambitions. We work to ensure that in every lesson, the heavy lifting is done by our students. We build trusting, authentic relationships with students, families, and colleagues. With these relationships as our foundation, we work closely with each other to support students in meeting the highest academic and behavior expectations. At Invictus, we are eager to learn about and implement restorative approaches to support students to be their best selves. Invictus Academy of Richmond embodies humility and constantly strives to strengthen our knowledge, skills, and practice. We crave feedback and welcome opportunities to grow through observations, coaching meetings, and professional development. We are fiercely solutions-oriented. We never shy away from a problem that we must solve to achieve our mission, but always bring potential solutions to the table. THE ROLE The Assistant Principal of Middle School is a key member of the Invictus Leadership Team, responsible for driving both strong instructional outcomes and a positive, structured school culture for grades 7-8. In close partnership with the Principal, the Assistant Principal owns the vision for effective middle school teaching and learning while also serving as the primary steward of school culture, discipline, and student character development for the middle grades. This dual-focus role requires an exceptional leader who can move seamlessly between coaching teachers to deliver rigorous, joyful instruction and holding high behavioral expectations for students through consistent, restorative, and relationship-driven practice. The quality of our school is defined by the quality of our team. In that spirit, we are seeking exceptional individuals to execute the following essential job duties and responsibilities: ESSENTIAL FUNCTIONS • Coach, observe, and provide high-leverage, actionable feedback to middle school teachers to continuously improve instructional practice, • Build trust with teachers in service of supporting their development, using strong interpersonal skills and diverse coaching strategies, • Support teachers in using data to inform instruction and close student learning gaps, • Define academic rigor for middle school content areas and support teachers in achieving a high level of consistency across classrooms, • Develop and support all aspects of new teacher onboarding for middle school staff, • Develop and lead professional development and teacher collaboration focused on instruction, intellectual preparation, classroom management, and culturally responsive pedagogy, • Organize and facilitate Grade Level meetings for middle school teachers, • Support the coordination of benchmark, finals, and standardized testing, including data analysis protocols and re-teaching plans, • Evaluate and oversee implementation of grading policies and systems in the middle grades, • Collaborate with Directors of Curriculum and Instruction to ensure alignment between middle and high school academic programming, • Support the Academic Counselor with the grading system and report card compilation for middle school students, • Collaborate with Leadership Team members to design and execute academic events, such as Semester Awards Night, • Serve as the primary Dean of Students for grades 7-8, managing all aspects of school culture, behavioral expectations, and discipline for the middle school, • Set and hold high expectations for school culture, ensuring teachers and staff create and maintain a positive, joyful, structured, and productive learning environment, • Manage and oversee the supervision system for the middle grades, including coverage maps, arrival, transitions, lunch, and dismissal, • Oversee all DeansList systems for the middle school, including free dress indicators, daily/weekly reports, ratio watch, and the strong moves and deductions system, • Ensure referral entries and DeansList data are entered daily, following up with teachers as necessary, • Investigate incidents and coordinate appropriate follow-up, including restorative conversations, assignments, conferences, ISS protocols, and lunchtime/afterschool reflection processes, • Lead restorative conversations with students who face behavioral challenges, and support teachers and students in similar restorative conversations and actions, • Support the design, implementation, and monitoring of individual student behavior intervention plans, including student scorecards, • Manage schoolwide communication with families around student behavior, driving toward a ratio of three positive communications for each corrective one, • Initiate and lead meetings with families to define plans that support students both in class and on campus, • Equip teachers with skills to hold and support high expectations for behavior and to effectively implement restorative justice practices in their classrooms, • Oversee systems for uniforms, free dress, and student recognition programs, • Plan and lead Phoenix Society meetings and manage the Phoenix Student of the Week process for the middle school, • Develop and lead professional development and training for Deans Office staff to support growth and continuous development, • Serve on the school Leadership Team to make key decisions related to the overall school program, • Support continuous school improvement by identifying middle-grades challenges and collaborating with the Leadership Team on solutions, • Give and receive honest and direct feedback to improve your practice, that of your peers, and school leaders, • Create and maintain open, honest, and respectful lines of communication with all stakeholders, • Support student recruitment and enrollment efforts for the middle school, in alignment with school enrollment targets, • Attend and participate in school-wide events including Back to School Night, Parent/Teacher Conferences, End of the Year events, Grade Level Meetings, Department Meetings, Summer Professional Development, weekly Professional Development during the school year, and other assigned meetings, • Demonstrate proficient use of technology to communicate with staff, families, and community members using multiple school-based platforms, • Utilize educational technology platforms for curriculum development and planning, • Other duties as assigned by the Principal PROFESSIONAL RESPONSIBILITIES • Demonstrate regular and consistent attendance in order to perform essential functions of the role., • Collaborate with staff and leadership to continuously improve practices and address student needs effectively., • Foster open and respectful communication, offering and receiving constructive feedback to enhance personal and team performance., • Set and hold high expectations for academics and behavior., • Develop trusting, authentic relationships with students and their families., • Create and maintain a joyful, safe, structured, and engaging school and classroom culture., • Encourage students to take risks and learn from their mistakes and create opportunities for students to leverage the power of their voice., • Supervise and engage with students in-person to ensure student safety and learning., • Uphold and model core values, including purpose, perseverance, productivity, growth mindset, integrity, leadership, joy, gratitude, mindfulness, and kindness., • Perform any other reasonable duties or responsibilities as assigned by your supervisor., • Participate in the performance evaluation process, which is based on adherence to the outlined responsibilities and qualifications. PUBLIC SCHOOL EMPLOYMENT REQUIRED QUALIFICATIONS • Earned Bachelors Degree., • At least three years of teaching experience., • At least two years of instructional coaching and school leadership experience., • Knowledge and experience building the capacity of teacher teams., • Experience using data to develop priorities and action planning., • Experience leading adults toward a common goal., • Belief in strong routines and consistency is essential to creating a safe learning environment., • Experience leading effective classrooms that result in strong academic outcomes for students., • Experience monitoring and analyzing data to inform instruction., • Excellent written and oral communicator., • Professional, warm and collaborative with students, families, and colleagues., • Pass a Criminal Background Check through the Department of Justice., • Obtain a negative TB reading prior to starting employment. DESIRED QUALIFICATIONS • Clear California Single Subject or Multiple Subjects Credential; Administrative Credential preferred., • Masters Degree in a related field., • Experience working with middle school students (grades 7-8) in a high-needs urban school context., • Experience in effectively and safely preventing, de-escalating, and responding to student behavioral needs., • At least three years of school leadership or administrative experience., • Bilingual in Spanish. WORK ENVIRONMENT AND PHYSICAL DEMANDS This full-time and on-site position requires sufficient mobility to report to campus, work in an office, and engage with students, families, and colleagues, with or without reasonable accommodations. The role may involve light lifting, pushing/pulling, standing, sitting, and bending for extended periods. Success in this role requires working well under pressure, meeting deadlines, and adapting to stressful and unpredictable environments. The employee must effectively prioritize and organize tasks while maintaining open and respectful communication with families and community members using school platforms and technology. Attendance and active participation in school-wide events, professional development sessions, and other assigned meetings are essential. NON-DISCRIMINATION Invictus Academy acknowledges and agrees that all persons are entitled to equal employment opportunity. Invictus Academy shall not discriminate against applicants or employees on the basis of race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, genetic information, military and veteran status, or any other characteristic protected by California or federal law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including but not limited to recruitment, selection, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from employment.

Job DescriptionTHE ORGANIZATIONLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving nearly 1,600 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . THE OPPORTUNITYAssistant Principal of Instruction (26-27SY) At Lighthouse Community Public Schools, the Assistant Principal (AP) is a developing instructional leader who works with the Principal and instructional leadership team to lead middle school culture and learning systems. The AP, together with the principal and teacher leaders, will work to foster an innovative and progressive learner-centered school community, including being tasked with leadership of specific school initiatives/systems. The Assistant Principal’s primary responsibility will be to develop, coach, and supervise a sub-set of teachers and other staff under their supervision to best implement relationship-based, purposeful, and learner-centered pedagogies and systems in alignment with the LCPS Mission, Theory of Change, Graduate Profile, and Instructional Stances. The Assistant Principal is also responsible for cultivating school culture, including serving as a champion and liaison for students and families. The AP will be accountable for managing one or more elements of the academic program/systems leading to improved student and staff outcomes, with particular attention to our most vulnerable students (SPED, English learners, African-American boys, etc.). The AP will work in collaboration with the principal, dean, and teacher leaders to align curriculum, instruction, and assessment at the site to the LCPS shared vision and Strategic Plan. This is an exciting opportunity for a growing, committed, and equity-focused instructional or teacher leader who is energized to develop their school leadership capacity and passionate about transformational growth for yourself, the teachers, staff, students, and families you will serve, and our Oakland community. LCPS ASSISTANT PRINCIPAL CORE COMPETENCIES As a strategic and visionary leader for equity, LCPS Principals: * Inspire a shared vision of college and career readiness in collaboration with the leadership team. * Ensure an exceptional education for all by monitoring and developing the academic program and by facilitating data-driven and equity-focused teams. * Encourage the heart by promoting a joyful organizational & school culture that attends to the needs of the whole child and adult. * Empower and engage the community by mobilizing families, students, staff, and other community stakeholders as partners to achieve our vision. * Enable others to act by supervising and developing teachers resulting in retention of a diverse, highly effective team and increased student outcomes.. * Innovate and problem solve by exhibiting persistence, creativity, flexibility, motivation to make change, and the ability to imagine new approaches and opportunities for impact. * Model the way as a leader for equity through skilled and culturally competent collaboration, communication, and relationship-building. * Embody LCPS’ core values of community, integrity, love, social justice, and agency * Bring passion to the school’s growth as a dependable, organized, solutions-oriented, and optimistic transformational leader committed to our community. ASSISTANT PRINCIPAL RESPONSIBILITIES AND OUTCOMES Supervise and Develop Adults and Teams (20%) * Contribute to building a strong, collaborative, equity-focused adult learning community, including supporting, hiring, and leading professional development for staff; * Develop and lead one or more high-functioning adult teams; * Supervise, observe, coach, evaluate, and develop teachers and non-instructional staff using knowledge of adult learning theory and in alignment with LCPS Instructional Stances, Framework for Transformational Teaching, and school instructional model; * Support the professional development path of assigned teachers and instructional staff members, including a combination of coaching cycles and other internal, EL, and external professional learning experiences aligned to unique needs and leading to professional growth for staff across a range of experience; * Facilitate professional development spaces both formal and informal, where the use of data is timely, consistent, and actionable; * Complete evaluation process or end of the quarter conference for all supervisees using a defined process. New Teacher Coaching & Support (35%) * Mentor, onboard, and train new teachers in core LCPS practices (SLC meetings, standards-based grading, EXPO, Crew, etc.). * Facilitate teachers’ understanding and implementation of the Common Core State Standards. * Serve as the year-long Induction coach as assigned, complying with state and local requirements regarding induction and other teacher education programs; Coordinate Response To Intervention System (20%) * Lead the RTI Team to engage in regular and ongoing analysis of student attendance, behavior, and academic data to develop and implement early intervention strategies to support all students in being college and career ready. * Manage and monitor the COST process for individual students, identifying potential supports, and drafting intervention plans in collaboration with the student’s teachers. * Coordinate implementation of research-based interventions aligned to a three-tiered intervention framework * Collaborate with the Director of Student Services to oversee referrals of students requiring Tier 3 supports. * Support teachers to implement individual behavior/intervention plans * Support teachers with the tracking of student behavioral/academic data during the implementation of the intervention plan. * Oversee and monitor 504 plans. * Serve as an administrator in IEP meetings School Culture Builder (5%) * Help to implement a vision and develop systems & structures to promote a strong school culture in service of the school mission in collaboration with the principal, dean, and other instructional leaders; * Using principles of Restorative Justice, collaborate with the Principal and Dean of Students to implement and evaluate a responsive positive behavior system that clearly articulates the school-wide systems and supports students will use to build positive relationships and manage their own behavior. * Collaborate with leaders and teachers to engage families in the life of the school * Build strong relationships and communicate clearly and effectively with students, families, and the community. Management & Monitoring of Select Academic Programs & Student Outcomes (15%) * Serve as manager for one or more academic programs and testing coordinator for the school ensuring they meet the needs of students within the context of our Theory of Change, Graduate Profile, and Instructional Stances; * Regularly use and analyze key data in measuring the effectiveness of program(s) and individual student success with a particular focus on equity gaps and our most struggling students; * Support the principal in the development of resource and budget allocation to meet programmatic and student needs; * In collaboration with other instructional leaders, strategically design, implement, and adjust school level systems toward achieving institutional goals at a high level; * Support the implementation and analysis of common assessment and core curricula in collaboration with Principal and Shared Service Academic Team; * In collaboration with the Principal and other instructional leaders, assess the effectiveness of student achievement, coaching, EL Workplan, and Professional Development. Leadership Development and Reflection (5%) * Assists the principal in carrying out their duties and acts in the capacity of the principal during the principal’s absence from the school; * Model holding a learner-driven stance for own professional learning; * Participate fully in professional learning experiences led by the CAO, Principal, and other instructional leaders to engage in leadership development, alignment of systems/processes, and reflection of practice; * Engage in regular collaboration, learning, and development through coaching, ILT meetings, and one-on-one check-ins with Principal; * Prioritize setting and scheduling regular planning/work time each week/month devoted to prioritized instructional leadership moves/work. * Performs other duties as assigned by supervisor. MINIMUM QUALIFICATIONS: * At least 3+ years of successful elementary classroom teaching and teacher/instructional leadership experience, required * Experience teaching/leading in urban education serving students of color from low-income backgrounds * Valid CA teaching credential required; administrative credential preferred * MA in education, educational leadership or related field, preferred * Knowledge of learner-centered curriculum, instruction, and assessment, * Experience working in Oakland schools preferred and charter school experience, a plus, * EL Education experience, a plus. * Spanish fluency preferred Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: • See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. May need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in situations involving student safety. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS. SUPERVISION This position reports to the Principal. TIME COMMITMENT This is a 12-month, full-time, salaried exempt position. LCPS offers a competitive compensation package with nearly 5 weeks of holidays in line with our academic calendar and 10 days of paid time off in addition to generous sick and personal time off, generous health and retirement benefits, and a salary commensurate with experience. Start date is July 1, 2026 for new 12-month employees per the LCPS Calendar for the 26-27SY (to be published in February). COMPENSATION At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA). TO APPLY People of color and bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume * Cover letter describing your interest in this position and why you are an optimal fit * 4-5 references with Name, Email, Phone Number and Title/nature of working relationship * A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school. Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job Description Football Assistant Coach (Part-Time) REPORTS TO: Athletic Director Compensation: $19 per hour Season Dates: Beginning of August 10th - December 12th Bishop O’Dowd Mission/Charism Mission: Bishop O’Dowd High School is a Catholic college-preparatory community, guided by the tea chings of Jesus Christ, that educates its diverse student body to build a more just, joyful and sustainable world. Charism: Finding God In All Things Calls Us to: Community in Diversity Strength of Character Academic Excellence Kinship With Creation Social Justice Joy Job requirements may include but are not limited to: The Football Assistant Coach assists with all aspects of the Bishop O’Dowd High School Football program to ensure the highest quality of spiritual, social, physical and intellectual growth for every Football student-athlete participating in the program. The Football Assistant Coach assists all phases of Football skill development while ensuring the implementation of the school’s mission and core values. REPORTING RESPONSIBILITIES * The Football Assistant Coach reports directly to the Varsity Football Head Coach. * The Football Assistant Coach is hired, supervised, and evaluated by the Director of Athletics in consultation with the Principal. MAJOR RESPONSIBILITIES ● Upholds and models a spiritual and moral code consistent with the teachings of the Roman Catholic Church and Bishop O’Dowd High School’s charism. Integrates the school’s mission and Catholic identity into the coaching-learning process of the Football program. ● Serves to assist the Football program and maintains a clear vision reflecting current trends in coaching and Football Skill development. ● Ensures and monitors the implementation of current instructional coaching methods to maximize player development. ● Attends regular coaching staff meetings. ● Assists the Football Head Coach with plans and helps develop a master practice and game schedule for the Football program in consultation with the Director of Athletics. ● Represents the school at league preseason and postseason Football meetings, when the Head Coach is not available. ● Regularly attends athletic department events and meetings as required. ● Assists the Football Head coach in ensuring compliance with policies, procedures, and bylaws from Bishop O’Dowd High School, West Alameda County Conference, North Coast Section, and California Interscholastic Federation. ● Knowledgeable and experienced in supporting student-athletes in the college recruitment process. ● Assists and helps manage the distribution, collection and organization of all program equipment, uniforms, and related items. ● Works to create an environment of care and support for student-athletes ● Experience working with students and colleagues of different backgrounds, races, genders and ethnicities Job requirements may include but are not limited to: * Serve as a positive role model to the student athletes and parents. * Teach skills through effectively planned practices at a level appropriate for each member of the team * Condition athletes appropriately for activities requiring endurance, strength and agility * Responsible for assisting all aspects of directing the team’s practice and play in matches * Teach sportsmanship, cooperation, work ethic and responsibility to one’s team. * Prioritize an environment of safety for our student athletes * Assist in managing equipment * Performs other duties as required Qualifications: * Playing experience and/or knowledge of the sport is required. * Previous high school or college coaching experience is preferred. * First Aid CPR or willingness to do so * NFHS Fundamentals of Coaching Certificate or willingness to do so * Candidates must be available during after-school hours and weekends * Off-season meetings and duties are also required. Physical Demands The physical demands described here represent those that must be met by an employee to successfully perform the essential job functions. Reasonable accommodations may be made for individuals with disabilities to perform the essential functions. While performing the duties of this Job, the employee is regularly required to sit; use hands and fingers to handle or feel as well as talk and hear. The employee is frequently required to reach with hands and arms. The employee is required to stand and walk. The employee may lift and/or move up to 25 pounds. Work Environment The work environment characteristics described here represent those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made for individuals with disabilities to perform the essential functions. Compensation Hourly based upon agreed stipend. The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. Additionally, all personnel may be required to perform duties outside of their normal responsibilities from time to time, as needed. APPLICANTS, PLEASE SUBMIT THE FOLLOWING IN ONE PDF/WORD DOCUMENT: ● Job application via ADP ● Cover letter that includes your philosophy on coaching and developing a multi-level Football program that embraces O’Dowd’s charism and mission. Applications will be reviewed on a rolling basis. Pre-employment background screening is required for all positions. For more information on Bishop O’Dowd High School, please see our website at: . Bishop O’Dowd High School is an equal opportunity employer and does not discriminate in its employment policies and procedures. It follows the Diocese of Oakland's policies prohibiting illegal harassment, retaliation or discrimination. However, as a Roman Catholic high school with a stated mission, goals and objectives that clearly reflect the teachings and educational philosophy of the Diocese of Oakland, Bishop O’Dowd High School reserves the right to require all current and prospective employees to commit to carry out their duties and responsibilities in a manner that clearly and unconditionally demonstrates support of and respect for the school’s mission and Catholic identity. Persons who in good conscience are unable to agree to this commitment should not seek or accept employment at Bishop O’Dowd High School. As a faith-based institution, we reserve the right to use religion as a criterion in hiring decisions, as permitted by law, as it relates to performing essential job duties.

Job Description Position Summary At KIPP Public Schools Northern California, we believe that Assistant Principals are our future school leaders. We actively develop Assistant Principals for School Leadership and feel the Assistant Principal should consider themselves as an apprentice to the School Leader. The Assistant Principal should gradually build capacity to lead a KIPP school. The Assistant Principal’s job is to support the school in driving academic and social emotional learning outcomes for students as a key member of the school’s leadership team. Assistant Principals are expected to lead both instruction and school culture, while developing the skills of the school's emerging leaders. Preferred Qualifications Experience: • Minimum 3-5 years of experience as an educator teaching students with similar demographics to our KIPP Public Schools Northern California student community, • Hold a B.A/B.S degree from a regionally accredited institution, • Meet one of the following eligibility requirements:, • Hold a valid California teaching credential, or, • Student Focus: Belief that all students, regardless of background, have the ability to go to and through college; demonstrated commitment to the school’s unique community, • Direction Setting: Ability to set direction for a team and motivate others to action, • Achievement Orientation and Performance Management: Demonstrated student achievement results in own classroom and from teachers that he/she manages, • Cultural Competence: Demonstrated ability to create inclusive environments that honors and supports a diversity of backgrounds and perspectives, • Instructional Leadership: Adept at data analysis; ability to extract meaningful insights across school-wide data, • Instructional Leadership: Expertise in what the school-wide academic standards and state assessments require of students’ knowledge and skills to demonstrate mastery; able to translate student mastery requirements into instructional plans and strategies, • Instructional Leadership: Deep understanding of appropriate application and differentiation of high-leverage instructional strategies (e.g. make kids sweat, pacing, stretch it, etc.) based on comprehension of child development and pedagogy, • Relationship Building: Expertise in cultivating relationships and managing a diverse group of stakeholders, • Achievement Orientation: Demonstrated resilience and focus on student outcomes Essential Functions and Responsibilities: Model and support implementation of the school’s vision and goals • Supports the Schools Leader's vision and takes an active role in mobilizing teachers to achieve the collective goals of the school; Supports the Schools Leader's vision and takes an active role in mobilizing teachers to achieve the collective goals of the school., • With guidance from the School Leader, leads the planning and goal setting for the grades/departments that he/she coaches and ensures alignment with school-wide goals, • Supports teachers in student support and behavior intervention systems to ensure that limited time is spent on reactive student discipline., • Manages parts of the daily school operations (e.g. arrival/dismissal, lunch/recess, school trips), • Content (Standards, Curriculum, and Assessment):, • Studies curriculum and assessment in order to develop understanding of content mastery, and what is required of students and teachers to accomplish mastery, • Coaches teachers on how to assess for both student mastery and growth towards college readiness, and practices data driven instruction based on assessment, • Research-based Instructional Practices (Methods and Time):, • Data Analysis (Data-driven Instruction and Progress Monitoring):, • Lead data-driven instruction. Coach teachers to determine how data aligns to end-of-year goals; break-out data to analyze how different student groups are performing; determine what data indicates about areas of student mastery and growth; and identify specific instructional actions and adjustments to fill students’ knowledge and skill gaps within an appropriate timeline, • Teacher Instructional Development (Instructional Coaching, Content Teams, and Workshops):, • Provides high-quality instructional coaching with frequent and scheduled teacher observations, actionable and bite-sized feedback, and accountability for adjustment in practice, • Coaches emerging leaders on their instructional coaching practice, • May lead or coach others who lead department/content/grade-level meetings that focus on planning for, and norming on, instruction and culture, practicing instructional strategies, and progress monitoring the department/content/grade level, • Recommends to the School Leader what school-wide professional development will be the highest leverage in improving student results; lead engaging, actionable, adult-learning workshops; and hold staff accountable for implementation of the workshop practices Physical, Mental and Environmental Demands Physical: Ability to navigate school and classroom settings. Ability to access and utilize technology. Occasional lifting/carrying of equipment 1-20 lbs. Physical agility to move self in various positions in order to execute duties effectively, which may include kneeling, walking, pushing/pulling, squatting, twisting, turning, bending, stooping and reaching overhead. Mental: Stress of deadlines and normal work standards, ability to analyze problems and generate alternatives, work with interruptions, concentrate for long periods of time, read, calculate, perform routine math problems, memorize and recall objects and people. Environmental: School and classroom environment subject to constant interruptions and distractions. Adhere to KIPP’s health and safety guidelines as outlined by the CDC, CDE, and public health agencies’ recommendations. Classification This is a full-time, exempt position on a full school year calendar cycle, located at our school sites. About KIPP Public Schools Northern California We are a thriving nonprofit network of free, public charter schools open to all students. Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. We value the dedication, hard work, and passion that our teachers bring each day. KIPP Northern California supports you with professional development, coaching, and collaboration. We offer competitive pay and benefits that reflect the appreciation we have for our teachers and their dedication to students Our student community consists of over 7,000 elementary, middle, and high school students in East Palo Alto, Oakland, San Francisco, San Lorenzo, San Jose, and Redwood City, and Stockton. 79% qualify for free or reduced price lunch, 23% are multilingual learners, and 10% have special needs. We strive to cultivate a representative team of teachers and leaders that reflect our students’ diversity Compensation We are dedicated to you and your family's well-being! KIPP offers a competitive salary as well as a comprehensive benefits package including medical, dental, vision, and transportation benefits. We benchmark annually against school districts and charter schools in the regions where we operate, to offer competitive salaries.The salary range for this position is:We benchmark annually against school districts and charter schools in the regions where we operate, to offer competitive salaries.The salary range for this position is: KIPP Bay Area Schools (San Francisco, Oakland, San Lorenzo, East Palo Alto, Redwood City, and San Jose) Content Specialist: between $95,000 - $98,325 Assistant Principal: between $105,000 - $116,415 KIPP Stockton Schools (Stockton only)Dean/Content Specialist: between $90,000 - $93,150 Assistant Principal: between $100,000 - $110,872 How to Apply Please submit a cover letter and resume by clicking apply on this page. Questions? Email

Job DescriptionTHE ORGANIZATIONLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving nearly 1,600 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . The OpportunityAP of Culture and Expanded Learning PoolCompetencies and Qualifications The AP of Culture and Expanded Learning (“AP of Culture”) works with their Principal, AP of Instruction, and other members of their team to build a safe and affirming school community that centers students and student learning during the Core Day and in After School Programming (ASP). ASSISTANT PRINCIPAL CORE COMPETENCIES * Project and expanded learning and MTSS/SEL program management with high level of organization and detail and compliance with grant requirements and school policies * Development and support of a team of emerging instructional staff and teams * Knowledge of adult learning theory, emotional intelligence, and systems thinking * Facilitation of data-driven and equity-focused teams, systems, professional learning and processes * Develop strategic plans and collaborate with others to achieve them * Deep knowledge of learner-driven, relationship-based, and purposeful teaching and learning * Highly flexible and comfortable with change, growth, and possibility * Skilled collaborator, communicator, and relationship-builder The AP of Culture has several core responsibilities: * Creating safe, inclusive, learning-focused school environments by: * Articulate schoolwide universal expectations for student behavior, supporting students to meet these expectations, and holding students accountable when expectations are not met in collaboration with leadership team. * Develop student leadership pathways and opportunities for students to use their agency to build culture and community at Lighthouse. * Track progress towards school wide goals around attendance, behavior, and academics and celebrating student progress in these areas. * Coach teachers to implement foundational classroom management practices. * Support community members to restore harm when it occurs. * Ensure accurate collection and documentation of student referrals and family contact in AERIES (our Student Information System) and developing support plans for students and staff who need more support. * Clearly and consistently communicate with all stakeholders, especially families, about student referrals and progress of interventions. * Partner with families of students who require additional support. * In collaboration with site and organizational leaders, conduct lawful suspensions when required by law. * Facilitate and support the school’s Culture Team. * Holding Behavioral MTSS / SEL Programs * In collaboration with your site’s Coordination of Services Team (COST), identify students who need additional behavioral support and build, implement, and track data around individual behavior plans. * Hold implementation of LCPS-adopted SEL curriculum at your site, through Crew (Advisory), Community Meetings, and for groups of students who need skill development or support. * Directing Expanded Learning at your site (Lunch, Recess, and ASP). * Hire, manage, support, and evaluate a team of “Teachers in Training” in providing tutoring, academic support, behavioral support, enrichments, supervision, and other responsibilities as needed across the Core Day and After School Program (ASP). * With your team, provide structured, safe, and predictable experiences for students across Lunch and Lunch Recess, including structured play, team building, and consistent access to meaningful exercise and movement and healthy meals. * Responsible for the management, oversight, and success of the afterschool program for your school. Facilitate and monitor day-to-day operations of the ASP program * Oversee, track and monitor student registration, recruitment and retention in collaboration with K-12 Culture & Expanded Learning Programs Team Coordinator. * Implement and enforce LCPS, OFCY, ASES and/or ASSETs grant policies as applicable * Maintain efficient, organized office systems, distribute and collect student attendance daily - maintain and store attendance records. * Coordinate special events such as: student/family orientations, family nights and student showcase/performances, and share photos. * With your team, implement academically-enriching ASP programming in compliance with the requirements of our Expanded Learning Grants (ASES, ASSETS, and OFCY), most notably around attendance taking. * Ensure that ASP programming is safe, inclusive, and learning focused; and is an extension of the learning and expectations from the Core Day. * Coordinate core teachers who are providing tutoring for students after school. * New Teacher Coaching & Support * Mentor, onboard, and train new teachers in core LCPS practices (SLC meetings, standards-based grading, EXPO, Crew, etc.). * Facilitate teachers' understanding and implementation oft he Common Core State Standards. * Serve as the year-long induction coach as assigned, complying with state and local requirements regarding induction and other teacher education programs. * Other responsibilities as assigned by Supervisor. MINIMUM QUALIFICATIONS * B.A. or B.S. required, relevant Master’s Degree a plus * 3+ years experience working with urban youth required * Experience effectively leading teams/adults * Experience with one or more of the following: restorative justice, responsive classroom, Expeditionary Learning and any other progressive positive behavior approaches a plus * Appropriate California Credential a plus * Bilingual in Spanish a plus Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: This position reports to the Principal. TIME COMMITMENT This is a 12-month, full-time salaried exempt position. LCPS offers a competitive compensation package with nearly 5 weeks of holidays in line with our academic calendar and 10 days of paid time off in addition to generous sick and personal time off, generous health and retirement benefits, and a salary commensurate with experience. Start date could be in early Spring 2026, but no later than early July 2026 (exact date TBD) per the LCPS Calendar for the 26-27SY (to be published in February).). COMPENSATION At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA). TO APPLY People of color and bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume * Cover letter describing your interest in this position and why you are an optimal fit * 4-5 references with Name, Email, Phone Number and Title/nature of working relationship * A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school. Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job Description Dean of Operations: SY 2026- 2027 The Dean of Operations will be responsible for ensuring the effective, efficient, and values aligned school site operations for both Middle and High school sites. Reporting to the Executive Directors, the Dean of Operations will be the non-instructional leader of the school site. The Dean will oversee attendance, child nutrition, recruitment and enrollment, facilities, field trips, health and safety, scheduling, records, testing, and transportation. The Dean will also support key compliance projects and manage operations team members, which may include a Community Engagement Manager, Office Assistant(s), Americorp member(s), Special Projects Manager, traffic attendants and a Food Server. The ideal candidate is a results-driven, systems-oriented leader with people and project management experience. The ideal candidate possesses excellent communication skills, and can quickly build strong relationships with faculty, families, staff, and students. Who We Are: What if all students graduated high school with the knowledge, skills and habits they need to lead a fulfilled life? This is the question that guides our mission at Summit Public Schools. To collectively prepare a diverse community of young people with the skills, knowledge, and habits to attain economic empowerment and success in a chosen concrete next step toward a fulfilled life. We operate 10 schools serving over 3,300 students in the Bay Area and Washington state. 100% of Summit graduates are college ready and Summit graduates complete college at double the national average. We need exceptional, diverse, and mission-aligned teachers to join our team to help prepare our students for a fulfilled life. Join us! What You’ll Do: Attendance * Manage systems and processes to support daily attendance and collaborate with Executive Directors on both sites to ensure both schools meet student attendance goals * Ensure regular attendance reports are submitted on time, accurately and in compliance. * Oversee implementation and compliance of attendance interventions including truancy protocols. Recruitment and Enrollment * Manage systems and processes to support recruitment and enrollment and collaborate with Executive Directors to oversee recruitment of new students and ensure schools meets enrollment goals (Schools are fully enrolled) * Manage lotteries and registration for prospective students and ensure compliance with charter petition * Manage re-enrollment for current students (100% forms collected by first day of school) Health and Safety * Ensure that site is safe and secure and in compliance, including management of site safety plan (100% emergency drills completed on time, safety plan updated annually, annual safety inspection passed) * Coordinate site emergency drills and liaise with local emergency departments * Ensure student incidents are recorded and reported accurately and on time. * Coordinate site health and nursing services; this includes hearing and vision screening. * Ensure that field trips are safe and compliant. Technology and Facilities * Manage inventory of technology equipment and ensure that chromebooks are kept in good care. * Manage facilities maintenance, coordinate repairs and liaise with landlords. * Coordinate with facilities team on site upgrades. Meals * Oversee child nutrition program and daily meal service; this includes required training and certification. * Ensure compliance with the National School Lunch Program. * Manage meal application collection and processing. Records and Testing * Oversee intake and ongoing maintenance of student cumulative files to ensure accuracy and compliance, including processing records requests for entering and exiting students. * Manage incoming transfers and transcript requests * Oversee distribution of report cards and transcripts. * Support planning, preparation and administration for standardized tests Scheduling * Support design of school master schedule. * Build student schedules for the start of the school year. * Manage student scheduling maintenance throughout the school year. Transportation * Coordinate daily bussing and manage public transit program. * Manage transportation reporting and ensure compliance. * Oversee transportation management for field trips and other school activities. Leadership * Serve as a member of the school admin team. * Manage Community Engagement Manager, Office Assistant(s), Americorp member(s), Special Project Manager, traffic attendants and Food Server. What You Need: Key Qualities and Skills * Commitment to uphold Summit’s values, belief that all children deserve a rigorous and equitable education that prepares them for college and for life. * Bachelor’s Degree is strongly preferred. * Operations and/or prior school experience is strongly preferred. * Prior experience in project and people management is strongly preferred. * Prior experience with data or analysis is preferred. * Proficiency in Google Platforms, including Google Drive, Google Sheets, Google Docs, and Google Slides. * Valid CPR/First Aid certification * Clear health and background check. Who You Are: About You * You maintain high expectations for all students and believe all students can find success in school, college, and life. * You thrive while collaborating and are excited to work with your colleagues. You find positivity in sharing successes. * You possess excellent organizational and project management skills, with an obsession for details. * You share our vision to reimagine what schools should be and are excited to make an impact on the public education landscape. * You are positive and resilient in the face of big challenges. * You take initiative and ownership in driving your work to meet personal and team goals. * You have an ability to apply honest, actionable, and timely feedback that results in improved performance. * You possess strong relationship skills, with the ability to motivate, inspire, develop, and communicate with a diverse group of faculty and community members. * You are empathetic and culturally competent. You’re open to having hard conversations. * You thrive in innovative environments, and are comfortable with the ambiguity that can come with a dynamic and progressive workplace. * You’re committed to continuous improvement, see feedback as a positive, and have a growth mindset. What you get: In addition to joining a highly motivated team and engaging in meaningful work, you’ll have access to a comprehensive suite of benefits including a retirement plan, unlimited “take what you need” PTO policy, 11 paid holidays, and 3 weeks of organization-wide closures during the year. You and your dependents will have access to multiple health, dental, and vision plans at 25% cost (we cover the other 75%) and employee life and disability insurance at no cost. Our compensation policy strives to be equitable and transparent. The salary for this position starts at $103,663 and goes up to $122,635 commensurate with experience and qualifications. Summit is an equal opportunity employer. We believe that diversity, equity, and inclusion are directly intertwined with education. We are ALL better when we are able to bring our whole selves to work and honor each other’s voices across identities, cultural backgrounds, and life experiences. We welcome and encourage applications from individuals who are members of historically marginalized communities. Spanish language proficiency is a plus.

Job Description About Us: The Argonne Chinese After-School Program (CASP) at Argonne Elementary School in San Francisco’s Richmond District was founded and established by parents in 1999. The program provides the school community grades TK-5 with an opportunity to learn the Chinese language (Mandarin) and culture. Position Summary CASP is seeking a motivated and energetic Teacher Assistant (TA) to join our after-school team. In this role, the TA will help cultivate a safe, enriching, and educational environment where elementary school students can explore, create, and grow. Under the guidance of the Site Manager and the Chinese Mandarin Instructor, TAs will play a key role in supporting our Chinese Instructors in providing support to students’ social-emotional development and their journey toward a. beginner level of Mandarin language proficiency. Key Responsibilities: * Instructional Support: Assist the lead Mandarin instructor in delivering engaging Mandarin language lessons and cultural enrichment activities. * Program Support: Work flexibly and collaboratively with Site Manager, lead Mandarin Instructors and other staff. Support in creating a positive and safe environment for all program participants. Lead class when lead teacher is absent. * Student Engagement: Foster a positive learning environment by supporting students’ social and emotional needs and encouraging active participation. * Supervision & Safety: Provide supervision during indoor and outdoor activities, and lead "yard duty" and outdoor play, ensuring student safety during breaks and transitions. * Operations: Maintain a clean and organized classroom environment, including equipment setup and light facility maintenance. Attend and participate in all required agency and program related training, and team meetings. * Professionalism: Maintain clear and respectful and ongoing communication with parents, CASP staff, and the CASP Board in a timely manner. Required Qualifications: • Previous work with elementary-aged students ages 5-11 years old., • Work authorization in the United States., • Must be able to complete background check (LiveScan) and TB test clearances., • Language Skills: Ability to speak, write, and teach in Mandarin or Cantonese. Certification: CPR and First Aid certified (or willing to obtain). * Bilingualism: Fluency in both English and Mandarin/Cantonese. Ability to read and write pinyin and simplified Chinese. * Curriculum Skills: Experience following and implementing structured lesson plans.

Instructional Aide Substitutes Needed – San Francisco, CA (Per Diem, Flexible Schedule). Spindle is seeking compassionate and dedicated Instructional Aides to provide vital 1:1 and small-group support to students in school settings. Apply now to become an Instructional Aide Substitute with Spindle

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Instructional Aide (Per Diem) – School-Based, Flexible Opportunities. A school district in Berkeley is seeking compassionate and dedicated Instructional Aides to provide crucial 1:1 support to students in a structured educational environment.

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